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LIBRARY OF CONGRESS. 

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Chap» Copyright No 

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UNITED STATES OF AMERICA 





Lcessons in Lianguage Work, 



por pifth and @3toh (^(rad 



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BY 

Isabel Frazee 

Critic Teacher in San Diego Normal Training School 




SAN FRANCISCO: 

The Whitaker & Ray Co. 

INCORPORATED 

1900 



.Ft? 



Library of Congress 

Two Copies Received 
JUN 21 1900 

Copyright <ntry 

SECOND COPY. 

Delivered to 

OROE^ DIVISION, 

JUL 2 1900 



64413 

COPYRIGHT 1900 



BY 



The Whitaker & Ray Co. 



. . INTRODUCTION . . 

This outline of Language Study is an outgrowth of many 
years' teaching in the Grammar Schools. It is a compila- 
tion of lessons suitable for Fifth and Sixth Grades. 

For the work, material has been adapted from w T hatever 
source has been found best suited to meet the needs of those 
classes. 

I am especially indebted to the works of Barrett Wendell, 
Rerrick and Damon, and Scott and Deny for suggestions in 
Word and Paragraph Study. 

The lessons in Word Study and Paragraph Structure have 
brought forth valuable results, and have been most helpful 
in overcoming habits of slipshod composition. 

At first it was a question whether this plan of study, so 
successful in the hands of Wendell and of Scott and Deny 
in their work with advanced students, could be successfully 
used with children so young as those of the Fifth and Sixth 



4 

Grades, but, following the creed that only the best is good 
enough for children, this work has been adapted to these 
classes with most satisfactory results. 

ISABEL FRAZEE, 

Critic Teacher, 
San Diego Normal Training School. 



. . TABLE OF CONTENTS , . 

Introduction ■ 3 

CHAPTER I— Sentences. 

1. Suggestion to teachers 11 

2. Sentence-making words 12 

CHAPTER II— Punctuation. 

1. Rules for comma : 

(a) Attention words 14 

(b) Words of address . . . 14 

(c) Words of a series 16 

(d) Words explanatory 17 

(e) Short clauses , 18 

(f ) Words not essential 19 

(g) Clauses out of order 20 

(h) Direct quotations 21 

(i) Exercises 21 

2. Rules for period : 

(a) Sentences, abbreviations, numerals, headings, signa- 

tures 23 

(b) Exercises 23 

3. Interrogation point 23 

4. Rules for capitals : 

(a) Proper names 24 

(b) Poetry, I, sentences 24 

(c) Quotations, Deity, officials 24 

(d) Titles o 25 

(e) Animals personified 25 

5. Use of the apostrophe 25 

5 



6 Table of Contents. 

CHAPTER III— Singulars and Plurai^s. 

i. Exercises in use of singulars and plurals 26 

2. Lists of words where the plural is formed by adding s, by 

adding es, or by change of word 28 

CHAPTER IV— POSSESSIVES. 

1. Development of possessives 32 

2. Exercises in the use of possessives 33 

CHAPTER V— Correct Use. 

1. Correct use : 

(a) that, those, this, these 36 

(b) doesn't, don't 37 

(c) like, love 38 

(d) teach, learn ; may, can 39 

(e) lie, lay ; sit, set 40 

(f) no, any ; them, those ; I, me 41 

2. Errors to be avoided , 42 

CHAPTER VI— Letters. 

1. Rules for letters » 45 

2. Rules for envelopes 46 

3. Headings , 48 

4. Salutations 49 

5. Signatures 51 

6. Forms 52 

7. Examples 53 

8. Exercises 57 

CHAPTER VII— Dictation. 

1. Suggestions 59 

2. Exercises for dictation 59 



Table of Contents. 7 

CHAPTER VIII— Dictionary Work. 

1. Parts of the dictionary 68 

2. Need of the study of the dictionary 68 

3. Study of synonyms 68 

4. Kow to choose the right definition 70 

5. Exercises in marking the different sounds of a, e, i, o, u and y 71 

CHAPTER IX— Words. 

1. Suggestions for enlarging a vocabulary 78 

2. Misuse of words — inaccuracies and extravagances 80 

3. The suggestive value of words 82 

CHAPTER X— The Paragraph. 

1. Rules governing the construction of paragraphs 90 

2. Correct arrangement of sentences , . 91 

3. Building paragraphs from topic sentences 92 

4. Condensing paragraphs to the topic sentence 96 

5. Topic sentences for expansion 99 

CHAPTER XI— Written Composition. 

1. Subject matter 102 

2. Exercises to develop imagination : 

(a) "TentoleenaLand" (J. W. Riley) 103 

(b) " Mother Goose" 107 

(c) Suggestive Stories 107 

3. Stories for reproduction : 

(a) "Singing Lesson n (Jean Ingelow) 109 

(b) "What the Moon Saw," parts I, II and III in 

(c) "Songs of Seven" (Jean Ingelow) 115 

(d) "Home and Fireside." 116 

(e) "Enoch Arden" (Tennyson) 118 

(f ) "The Ride from Ghent to Aix " (Robert Browning) . . 119 

(g) Poem ") 

(h) Fable r to be expanded 122 

(i) Quotations) 



8 Table of Contents. 

CHAPTER XII— Composition— Continued. 

(a) M Sleeping Beauty," selected from Grimm and Ten- 
nyson 125 

{Prometheus. ^ 
Kpimetheus. > x 37 
Pandora. j 

Outlines 146 

A list of books for children 150 



LESSONS IN LANGUAGE WORK. 



CHAPTER I. 

SENTENCES. 
SUGGESTION TO TEACHERS. 

Group the words of a sentence regardless of their use in 
the sentence. Give the words to the class, and ask them to 
arrange them as a sentence. Example : There grow the 
blossoms, beautiful, orange, fragrant. Arranged : The beau- 
tiful, fragrant orange blossoms grow there. 

When the children succeed in forming this sentence, tell 
them to omit the word beautiful, and have them then read the 
sentence. Omit in turn fragrant, the and there. In each case 
they will find a complete thought may be expressed without 
the use of these words. These words add to the thought by 
describing the blossom. Now omit the word grow, and then 
try to read the sentence. They will find that a complete 
thought cannot be expressed without this word. They will 
realize that grow is the sentence-making word. Next have 
the word blossoms omitted. They will see this word is, also, 
essential, and that a sentence would be made if it consisted of 
these two words — Blossoms grow. 

ii 



12 Lessons in Language Work. 

They will see that the word blossoms names the thing of 
which we are talking, and that grow expresses the idea we 
wish to tell regarding the blossoms. The other words act as 
modifiers. 



Groups from which to form sentences : 

i. pretty that girl sang little. 

2. old poor died lame the man. 

3. jolly Dick my last came night cousin. 

4. talks my Paris lovely doll new. 

5. noble my good died dog yesterday. 

6. Tom's ran little away donkey gray. 

7. well ding bell the dong pussy's in. 

8. in put who her? Green Tommy little. 

9. pulled who out Stout ? her Tommy little. 
10. you read have Wonderland in Alice ever? 

In the following sentences, which word names the subject 
about which the thought is expressed ? Which word or words 
say something about the subject ? 

1. One day Jupiter had a very bad headache. He 
could not stand the pain. Vulcan brought his great 
sledge-hammer. He split open Jupiter's skull. Out 
came a fine, full grown goddess. She was Minerva. 
She was called the goddess of wisdom. 



Sentences. 13 

2. " First the fish must be caught. 

That is easy. A baby could have caught it. 

Next the fish must be bought. 

That is easy. A penny could have bought it." 

3. A man was driving a heavy cart. The wheels 
stuck fast in the miry lane. He did not make the 
least effort for himself. He dropped on his knees, 
and begged Hercules to come and help him. 

Hercules said, "You are a lazy fellow. Get up 
and stir yourself. Whip your horses stoutly, and 
put your shoulder to the wheel. c Heaven helps 
those who help themselves. 5 " 

11 A NEEDLE AND THREAD." 

4. " Old Mother Twichett had but one eye. 

She had a long tail which she let fly. 
And every time she went through a gap, 
A bit of her tail she left in a trap." 

Write a sentence telling the name of your favorite flower, 
another telling your favorite color for a dress. Underline the 
sentence-making words. 

Make a statement about the bay and a boat. Ask a ques- 
tion about them, express a command, and an exclamation. 
Which are the sentence-making words ? 

Write a sentence asking permission to go down town. What 
kind of a word is the first word of the sentence ? How do 
the asking and telling sentences differ ? 



CHAPTER II. 
PUNCTUATION. 

SIMPLE RULES FOR COMMAS. 

1. Attention words are set off from the rest of the sen- 
tence by commas, as : 

i. John, bring me your book. 

2. Mistress Mary, quite contrary, 
How does your garden grow ? 

3. Come, my children, come away; 
For the sun shines bright to-day ; 
Little children, come with me, 
Birds and brooks and flowers to see. 

4. " Old woman, old woman, old woman," said I, 
" Whither, ah whither, ah whither so high ?" 

5. Little Boy Blue, come blow your horn. 

II. Point out all the words independent by address. 

1. " Come, come," said the Petrels, "you lazy, 
greedy lubbers, this young gentleman is 
going to Mother Carey." 
" Come along, lads," he said to the rest, " and 
give this little chap a cast over the pack 
for Mother Carey's sake." 

— Water Babies, 
14 



Punctuation. 15 

2. "Sisters, I hear a man's voice, but I see no 

man," said the old crone. 

3. I once had a sweet little doll, dears, 
The prettiest doll in the world ; 

Her cheeks were so red and so white, dears, 

And her hair was so charmingly curled. 

But I lost my poor little doll, dears, 

As I played in the heath one day ; 

And I cried for her more than a week, dears, 

But I never could find where she lay. 

I found my poor little doll, dears, 
As I played in the heath one day ; 
Folks say she is terribly changed, dears, 
For her paint is all washed away, 
And her arms trodden off by the cows, dears, 
And her hair not the least bit curled : 
Yet for old sake's sake, she is still, dears, 
The prettiest doll in the world. 

— KINGSI.EY. 

4. " Miranda," said Prospero, " tell me what you 

are looking at yonder." 
" O father," said Miranda, " surely that is a 

spirit." 

" No, girl," answered her father, "it eats and 

sleeps, and has sense as we have." 

— Shakespeare . 



1 6 Lessons in Language Work. 

III. When a series of words is used in a sentence, the 
words are separated by commas in place of the connective 
and. 

i. Dear, happy, generous, little Tom, how our 
hearts shall miss you ! 

2. The old man came slowly down the road call- 
ing, " bananas, peaches, pears, watermelons and red, 
ripe strawberries." 

3. Mary, get your thimble, needle, thread, scis- 
sors and cloth, and I shall teach you how to make 
your doll a cloak. 

4. When you go fishing, you want to be sure to 
have plenty of good bait, a long stout pole, a strong 
line, and fish waiting to bite. 

5. u Of all the birds that fly the air 

The black, the blue, the red, 

Of all the cakes that mother bakes, 

Give me the gingerbread." 

6. And out flew all the ills that flesh is heir to, 
all the children of the four great bogies, — Self-will, 
Ignorance, Fear and Dirt ; and, worst of all, Naughty 
Boys and Girls: but one thing remained at the 
bottom of the box, and that was Hope. 



Punctuation. 1 7 

7. Little Indian, Sioux or Crow, 

Little frosty Eskimo, 

Little Turk or Japanese, 

Oh, don't you wish that you were me? 

—Robert L. Stevenson. 

IV. Two or more words used to explain names, and 
meaning the same thing as the name they explain, are set off 
by commas, as, 

i. Holmes, our great poet, is dead. 

2. "And the Lord, your husband," asked Psyche's 
sister, the eldest princess, " is he kind and good?" 

3. It is Acrisius, King of Argus, whom your un- 
lucky quoit has killed. 

4. Minerva, the goddess of wisdom, was not so 
beautiful as Venus, the goddess of beauty, but she 
was very brave. 

5. Shy lock, the Jew, lived at Venice. He was a 
money lender, a usurer, who became very rich. He 
was very much disliked by Antonio, a young 
merchant of Venice. 

Whenever Antonio, the kind-hearted merchant, 
met Shylock, the money lender, he would reproach 
him for his hard dealings, which made the Jew very 
angry. 

— Merchant of Venice. 
Mary Lamb's Tales of Shakespeare. 



1 8 Lessons in Language Work. 

6. Then Queen Gulnare, the King's mother, 
went to King Saleh, her brother, and said to him, 
a The King, your nephew, my dear son, is in the 
City of Enchantment and we must go and deliver 

him." —Arabian Nights. 

7. So when the fairy, Mrs. Bedonebyasyoudid, 
came next, Tom asked her why he could not go home 
with Miss Ella, the beautiful little girl the fairy had 
brought. 

11 Little boys who are only fit to play with sea- 
beasts cannot go there, " she said. 

When the fairy, Mrs. Doasj^ouwouldbedoneby, 
came, Tom asked her, hoping to receive a different 
answer. 

But she told him just what her sister, Mrs. Bedone- 
byasyoudid, had told him. —Water Babies. 

V. Short clauses in a sentence are generally separated by 
commas, as : 

1. The flowers looked up and greeted Little Nell, 
and the birds sang with joy, because she had come. 

2. The frost is here, 

And fuel is dear, 

And woods are sear, 

And fires burn clear, 

And frost is here, 

And has bitten the heel of the going year. 

— Tennyson. 



Punctuation, 19 

3. " My dearest Jenny Wren, 

If you will but be mine, 
You shall dine on cherry pie, 
And drink nice currant wine." 

4. The cock is crowing, 

The stream is flowing. 

The small birds twitter, 

The lake doth glitter, 

The green field sleeps in the sun. 

— Wordsworth. 

VI. When words are used in a sentence in such a way 
that they break the connection they should be set off by 
commas. 

1. Before long, however, the ungrateful giant be- 
came impatient to carry out his plans, and the chance 
soon came. 

2. Instead of that, I am sorry to say, he would 
meddle with the creatures, all but the water snakes, 
for they would stand no nonsense. 

3. And by that time she was so tired that she 
was glad to stop ; and, indeed, she had done a very 
good day's work. 

4. And all this happens, as I said, because it is a 
far-off world, and things often happen there as they 
do not happen here. 



20 Lessons in Language Work. 

5. "And, to tell you the truth, my precious little 
folks," quoth King Midas, " ever since that morning 
I have hated the very sight of gold." 

VII. A clause, out of its natural order, is separated from 
the rest of the sentence by a comma, as : 

i. When I heard her speak, I was charmed with 
her voice. 

2. As soon as his mother left him, he took out 
his lamp and rubbed it. 

3. And when he awoke, she was telling the chil- 
dren a story. 

4. When the two sisters returned from the ball, 
Cinderella asked if the fine lady had been there. 

5. As soon as little Margery got up the next 
morning, she ran all round the village, crying for 
her brother. 

VIII. When words are omitted a comma takes the place 
of the omitted word, as : 

125 Clark St., 

Chicago, 111., 

Feb. 10, 1895. 
For: 

125 Clark St. 

In Chicago in Illinois 

On Feb. 10 in 1895. 

Mary, Harry and John came to our house. 



Punctuation. 21 

For further examples, see work in li Series." 

IX. A comma goes before a direct quotation, as : 

i. Aladdin then showed her the lamp, and said, 
11 Mother, I will take this lamp and sell it to buy us 
food." 

2. Jack said, " Now, mother, I have brought you 
home that which will speedily make us rich." 

3. Ulysses made answer, " My men have done 
this ill mischief to me; they did it while I slept." 

4. She said, " I thank you, gentle sir, 
For what you've pleased to say, 
And bidding you good morning now, 
I'll call another day." 

5. The Linnet, being bridesmaid, 
Walked by Jenny's side ; 
And, as she was a-walking, 
Said, " Upon my word, 

I think that your Cock Robin 
Is a very pretty bird." 

Punctuate and tell why. 
Harry however came home last night 
Pansy Isabelle Morgans lovely doll has curly hair 
Rosa and Julia gave a party and nearly all the 
class were invited 



22 Lessons in Language Work. 

At the fair which was given for the Day Nursery 
they sold paper dolls pictures frames little doilies and 
paper flowers 

Oh see that lovely green and red bug 

When I asked Harold to come over and see the 
monkey he said I don't want to see the snapping 
cross thing he tried to bite me yesterday 

John will you please lend me your book 

You are old Father William the young man said 

And your hair has become very white 

And yet you incessantly stand on your head 

Do you think at your age it is right 

— Carroll. 



Oh you were a lucky lad 
Just as good as you were bad 
And the host of friends vou had 
Charlie Tom and Dick and Dan 
And the old school teacher too 
Though he often censured you 
And the girl in pink and blue 
Old Man 

— RlI,EY. 



Punctuation. 23 

RUI.ES FOR THE PERIOD. 

Every sentence not interrogative or exclamatory must be 
followed by a period. 

A period is used after every abbreviation, as : 

Mr. Chas. Smith ; Y. M. C. A. 

Roman numerals, headings and signatures must be fol- 
lowed by a period, as : 

Book III.; Robinson Crusoe ; Prof. D. B. Dean. 

Punctuate. 

John is a prominent M D of Boston Mass 

Homer's Iliad Book V tells of the war between Mars 
and Diomed 

R T Brown U S Geologist lived at Washington 
D C 

Prof J R Rossmore LIv D of Harvard College U 
S of America lectured before the Y M C A of 
Edinburgh Scotland 

INTERROGATION POINT. 

Every sentence asking a question should end with an in- 
terrogation point. 

When the question of another is quoted the interrogation 
point should follow the direct quotation. Example : 

11 What do you say?" cried the General. 



24 Lesso?is in Language Work, 

When the question is only implied, this point should not 
be used. Example : 

The Judge asked the witness if he believed the 
man to be guilty. 

capitals. 

Write a sentence containing the names of two of your play- 
mates. Tell how many capital letters your sentence contains. 

Write the names of the place in which you live, the county 
and state. How must the first letter of each be written ? 

Write a stanza of poetry consisting of four lines. How 
must the first letter beginning each line be written ? 

Write the title of some story. How must all the important 
words in the title be written ? 

When the letter /is used to represent a person, how must it 
be written ? 

The first word of every sentence must begin with a capital 

letter. 

The first word of every line of poetry should begin with a 

capital letter. 

When the letter / is used to represent a person it must be 
written a capital. 

Every direct quotation must begin with a capital, as: 
May says, " Tell Harry we are waiting for him." 

Every proper name must begin with a capital, as : Julia, 
San Diego, Mr. Smith. 

All book headings, etc., must have the important words 
begin with capitals, as: "The Jungle Book," " Rab and 
His Friends.' ' 

All names of the Deity must begin with a capital, as : 
God, Jehovah. 



Punctuation. 25 

CAPITALS AND APOSTROPHES. 

The names of the months, the days of the week, and all 
holidays should begin with capitals. 

Titles of nobility and of high office, when used to name 
particular persons, are capitalized, as : the Earl of Fife, the 
Mayor of San Francisco, the Judge replied, the President 
presided. 

The names of all animals and things personified should 
begin with capitals, as : Thou, too, sail on, O Ship of State ! 
The Wolf said,— 

The apostrophe is used to denote the omission of letters and 
sometimes of figures, as : I've for I have ; we'll for we will; 'tis 
for it is ; It was in '93 ; It was in 1863, '64 and '65. 

The apostrophe denotes possession and with an s denotes 
the plural of letters, figures and signs, as : dot your i's, cross 
your t's, and mind your p's and q's; make your 2's 
better, and take out the e's. 



CHAPTER III. 

SINGULARS AND PLURALS. 

A singular noun names one person or thing. 

A plural noun names more than one person or thing. 

In the following selection find five nouns whose plurals are 
formed by adding s to the singular, three where es is added, 
and one where the word is changed. Notice carefully these 
different forms, and give other examples. 

Alice looked at the smaller of the two boxes with 
great curiosity. 

11 1 see you admiring my little box," the knight 
said in a friendly tone. " It's my own invention to 
keep clothes and sandwiches in. You see, I carry it 
upside down, so that the rain can't get in." 

"But the things can get out," Alice gently re- 
marked. " Do you know the lid is open?" 

"I didn't know it," the knight said, a shade of 
vexation passing over his face. "Then all the things 
must have fallen out, and the box is no use without 
them." 

He unfastened it as he spoke, and was just going 

to throw it into the bushes, when a sudden thought 

seemed to strike him, and he went to a grove of trees, 

and hung it carefully on a tree. " Can you guess 

why I did that?" he said to Alice. She shook her 

head. 

26 



Singulars and Prurals. 27 

"In hopes some bees may make nests in it — then 
I should get the honey. " 

" But you've got a beehive, or something like one, 
fastened to the saddle, " said Alice. 

" Yes, 'tis a very good beehive," said the Knight in 
a discontented tone, u one of the best kind, but not a 
single bee has come near it yet. And the other 
thing is a mousetrap. I suppose the mice keep the 
bees out, or the bees keep the mice out, I don't know 
which." 

11 1 was wondering what the mousetrap was for," 
said Alice. " It isn't very likely there would be 
any mice on the horse's back." 

"Not very likely, perhaps," said the Knight, "but 
if they do come, I don't choose to have them running 
all about. You see," he went on after a pause, " it's 
as well to be provided for everything." 

How are the plurals oi sheep, knife and wolf formed? 
THE WOLF IN SHEEP'S CLOTHING. 

A wolf, knowing that sheep are afraid of wolves, 
once upon a time resolved to disguise himself, think- 
ing that he should thus gain an easier livelihood. 
Having, therefore, clothed himself in a sheep's skin, 
he contrived to get among a flock of sheep, and feed 
along with them, so that even the shepherd was 
deceived by the imposture. When night came on, 



28 



Lessons in Language Work, 



and the fold was closed, the wolf was shut up with 

the sheep, and the door was made fast. But the 

shepherd, wanting something for his supper, and 

going in to get a sheep, mistook the wolf for one of 

them, and, taking a sharp knife from a case of knives, 

killed him on the spot. 

— Hans Christian Andersen. 



Nouns that form their plurals by adding s. 



cat flower 


chair bed 


mill camel 


paper canal 


dog boat 


pencil book 


cow pen 


school ruler 


desk hat 


bird table 


>uns that form their ] 


plurals by adding es. 


bench 


sandwich bunch 


box 


class glass 


gas 


march patch 


church 


match lunch 


fox 


ditch torch 


ie plurals of some nouns are formed irregularly, 


man 


mouse 


tooth 


foot 


goose 


child 


woman 


ox 



Singulars and Plurals. 29 

Nouns ending in /which add s to form the plural, 
proof muff gulf 

serf puff dwarf 

mastiff roof flagstaff 

cuff handkerchief scarf 

reef hoof chief 

Nouns ending in /or fe which change the /or fe to v, and 
add s or es to form the plural. 

calf wife life 

knife wolf loaf 

leaf thief shelf 

elf sheaf beef 

Nouns ending in y which change the y to z, and add es to 



form the plural. 






lady 


city 


gallery 


body- 


county 


cherry 


candy 


navy 


enemy 


pony 


daisy 


copy 


fly' 


duty 


country 



ferry j ur y lily 

Nouns ending in y which'add $ to form the plural : 
valley donkey essay 

turkey alley kidney 

journey pulley key 

toy boy day 



30 Lessons in Language Work, 

Nouns that are alike in both singular and plural : 
sheep grouse bellows series 

deer swine fish gross 

trout makerel quail heathen 

salmon cannon species 

Nouns ending in o which form their plural by adding s : 
piano memento cuckoo ratio 

solo folio trio cameo 

Nouns ending in o which form their plural by adding es : 
cargo motto tomato hero 

echo potato buffalo 

Some nouns are always plural in form, as : 

breeches scales scissors shears 

tongs trousers pincers 

Some nouns plural in form are usually treated as singular 
nouns, as : 

gallows news wages mathematics physics ethics 
The girl gave me a rose. 

Write the sentence using the plural form of the word rose. 
May I have that cherry ? 

Write the sentence using the plural form of the word 
cherry. 

What changes did you make in the sentence ? 



Singulars and Plurals. 31 

Use the plurals of the following nouns in sentences : 

Child, hero, calico, woman, foot, mouse, brother, 
knife, fly, loaf, country, self, potato, cupful, sister-in- 
law, sheep, deer. 

Write five nouns that are always plural, as shears. 
Write five nouns that have the plural form, but are used in 
the singular, as news. 

Use correctly in sentences the following nouns : 

Scissors, wages, gallows, news, ashes, measles, 

bread. 



CHAPTER IV. 
POSSESSIVES. 

Now the King's son gave a ball, and invited all the 
rich and grand folks. Cinderella's two sisters were 
to go to the ball. 

Here was more work for Cinderella's busy hands. 
She must starch and iron the young ladies' ruffles 
and help prepare her sisters' beautiful gowns. 

At last the evening came, and the young ladies* 
coach arrived. When they were gone Cinderella sat 
down by the fire and wept. All at once she heard 
her godmother's voice : 

" Why are my little girl's tears falling?" she asked. 

" I wish to go to the Prince's ball," cried the young 
girl. 

The fairy's eyes were bright, as only fairies' eyes 
can be, and she said : u If you will do all I tell you 
to, you shall go." 

Mark all the words in the above selection which show own- 
ership. 

What changes are made in the form of the words to show 
possession ? 

All nouns in the singular and all plurals not ending in 5 
form their possessives by the addition of the apostrophe and 
s, as : 

32 



Posse ssives. 33 

The girl's hat. The children's book. The horse's 
mane. 

Plural nouns ending in s add the apostrophe only, as : 
The girls' hats. The horses' manes. 

WORK IN POSSKSSIVKS. 

1. When Orpheus sang and played, it was as if 
his mother's voice were singing to Apollo's lyre. 

2. How shall Psyche's feelings be described ? Was 
it possible that she was a horrible dragon's wife? 
Promise or no promise, she must know. So, slipping 
in upon her husband's sleeps she saw Cupid's 
beautiful face. She bent over her husband's form 
enraptured, but, alas! the lamp's wick spluttered, and 
a drop of oil fell on his naked shoulders. Cupid 
awoke and with a sad look of reproach he disap- 
peared. 

In the following sentences tell whether the nouns in italics 
are singular or plural. What nouns show ownership ? 

1. The sheep is in the yard. 

2. The. fish are in the bowl. 

3. Do you see \h2Xfish in the bowl ? 

4. The fish's fin is broken. 

5. The sheep's wool is white. 

6. Those trees' leaves are falling. 

7. Do you see those fish in the bowl ? 

8. Look at those deer in the yard. 

9. That deer's foot is caught. 



34 Lessons in Language Work. 

Fill in the blanks with some form of lacfy, boy, tree, baby, 
i. I bought a dozen handkerchiefs. 

2. I think the mother is ill. 

3. You are too large to ride a bicycle. 

4. Those are losing their leaves. 

5. The rattle is lost. 

All the names I know from nurse : 
Gardener's garters, shepherd's purse, 
Batchelor's buttons, lady's smock, 
And the lady hollyhock. 

Fairies' places, fairies' things, 
Fairies' woods, where the wild bee wings, 
Tiny trees for tiny dames — 
These must all be fairy names. 

Fair are grown-up people's trees, 
But the fairest woods are these ; 
Where, if I were not so tall, 
I should live for good and all. 

— Kobert I,. Stevenson. 

Kitty's red hair was curled in thirty-four ringlets, 
Sarah Maud's was braided in one pigtail, and Susan's 
and Eily's in two braids apiece, while Peoria's re- 
sisted all advances in the shape of hair oil, and stuck 
out straight on all sides like that of the Circassian 

girl of the circus. 

Kate Douglas Wiggin. 



Possessives. 35 

Fill in these blanks. 

The son went abroad over the land with the 

strange — — slipper. It was tried on the foot of a 
duchess, the foot of a princess, and on the feet of 

many young ladies of high degree ; but the foot 

was too large ; the foot was too long, and none 

of the young feet would fit the slipper. 

At last it came turn and Cinder foot fitted 

the slipper, and she became the wife. 

In the following sentences change the nouns in italics to 
one noun showing ownership. 

The boat that belongs to Charles is in the water. 

The horse that belongs to Harold won the race. 

The hat that Julia, wears is new. 

The eyes of the dog are large. 

The tail of the fox is bushy. 

The dress of the girl 'is pretty. 

The slipper that belonged to Cinderella was 
brought to her by the son of the King. 

The coach and four that belonged to the King 
appeared. 

The tiny mice and large pumpkin that belonged to 
Cinderella were changed into a beautiful coach and 
four. 

One of the slippers that belonged to Perseus was 
lost in the water. 



CHAPTER V. 

CORRECT USE. 

This and that and these and those are used to identify (point 
out) nouns. 

This and these identify nouns near at hand. 
That and those identify nouns farther away. 
This and that should always identify singular nouns, as : 

This doll in my arms is mine. 

That doll in the bed belongs to Mary. 

These and those should always identify plural nouns. 
These marbles are ten cents apiece. 
Those marbles in the box are cheaper. 

Fill in blanks with this or that, or these or those. 

book in my hand is a reader. 

books on the table are grammars. 

orange on my plate is larger than one in 

the dish. 

pencils on your desk are sharper than in 

my box. 

Fill in with this and these. 

kind of knife cost fifty cents. 

kinds of fruit are rare in cold countries. 

36 



Correct Use. 37 

Fill in with that and those. 

I don't like kind of apples. 

I don't like kinds of apples. 

Give reason for choice. 

Avoid using don't for doesn't. 

Use does not or doesn't when speaking of some one person 
or thing, as : 

He does not live here, or He doesnH live here. 

Use do not or don't when speaking to some person or 
thing, as : 

You do not ride a wheel, or You donH ride a wheel. 

Use do not or don't when speaking <?/* yourself, as : 

I do not know my lesson, or I donH know niy lesson. 

Use do not or don't when speaking of more than one person 
or thing, as : 

They do not go to school, or They donH go to 
school. 

Fill in with either doesn't or don't. 

He like to work. 

They take care of their flowers. 

Mary says she wish to go. 

Their father and mother enjoy traveling. 



38 Lessons in Language Work 

I think I like the name you have given your 

dog, but then it make much difference what a 

dog is named. 

Harry like fairy stories, and I like 

stories of adventure. When he reads a fairy story, 
he says : " I see how a person can read any- 
thing he believe. 

Avoid the use of love for like. 

We like what appeals to our taste. 

We like flowers, books, pictures, etc. 

We love what appeals to our affections. 
We love pets, friends, our parents, etc. 

Fill in with like or love. 

I grapes better than any other kind of fruit. 

I my mother more than any one else in the 

whole world. 

I to read stories about fairy godmothers who 

are kind to poor little girls who have no one to 

them. 

I violets better than any other flower. 

Avoid the use of learn for teach. 
Teach means to impart knowledge. 
Learn means to acquire knowledge. 



Cor ted Use. 39 

Fill in with some form of learn or teach 
Miss Brown me French. 

Frank, won't yon please me to speak this 

piece ? I can't it. 

Won't yon please me to embroider ? I want 

to — — so that I can make some doilies for mother. 

I want Mary to me to play basket ball. 

I will yon to play tennis. 

Will yon me to hemstitch ? 

I will — — with pleasnre. 

Did yon — — from yonr mother ? 

No ; she hasn't time to ■ me. 

Avoid the use of may for can. 

May shows permission. 

Can shows power. 

Fill in blanks with can or may, 

I borrow yonr book nntil I — — find my own ? 

Robert and Helen come into the honse and 

play with me ? I have snch a cold I not go 

ont. 

I speak to yon a few minntes? I not 

understand this example. 



40 Lessons in La?iguage Work. 

Avoid the use of sit for set. Set and lay and their different 
forms show action carried over to some obiect. I set the dish 
on the table. I lay the book on the desk. Sit and lie and 
their different forms show action not carried over to some ob- 
ject. You sit (yourself) down. The action remains with 
the actor and is not carried to some outside thing. 

Fill in blanks with some form of lie or lay. 

I shall your knife on the table. 

Mother is down. 

She had just down when you came. 

The grounds are out in beautiful gardens. 

Will you your coat on the chair ? 

They are the corner stone of the new church 

to-day. 

off your wrap. 

down and rest before dinner. 

Elizabeth said she ■ ■ the book on the table. 

Barbara has down. 

Dorothea in the hammock all morning. 

Fill in blanks with some form of set or sit. 

This place could not have been better for a croquet 
ground if those trees had been out by order. 

We must start home early, because the sun 

early this time of year. 

Bruce and Waldo may on the beach and watch 

the breakers. 



Correct Use. 41 

The three little girls on the shore and told 

stories of sea fairies. 

While they talking, a great school of 

porpoises came spouting near the shore. 

The children went nearer to the water's edge, but 

they hardly had themselves when a great wave 

dashed up and washed the beach where they 
were . 

Now girls while you are the table I shall 

out the wickets, and we can be ready to play 



croquet when lunch is over. 

Fill in blanks with one of the following words, and give 
reason for use : 

No, any, them, those, I or me. 
I have — — paper. 

Bring me books. 

I gave to him. 

I haven't chalk. 

He said that you and might go. 

He gave it to you and . 

It was who whispered. 

Give it to Ann and . 



42 Lessons in La?iguage Work. 



ERRORS TO BE AVOIDED. 



It is weil to keep these correct forms on the board. 



Be careful to say : 

I have no pencil. 
I haven't any pencil, 

May I get a pencil ? 
May I sit with Clara ? 

I can't work those examples. 
I havenH any book. 
I didn't say anything. 
He came home last night. 

Avoid using the word can for may. 

Avoid using the word got after have. 

Avoid using the word ?iothing for anything. 

Avoid using the plural those with the singular kind. 

Avoid using the word ain't. 

Avoid using set for sit. 

Avoid saying them for those. 



Correct Use. 43 

Avoid saying no when you use haven't. 
Avoid saying git for get. 
Avoid saying jest for just. 
Avoid saying come for came. 

Be careful to repeat the name after yes, no or what, in 
place of ma'am or sir, as : 

Yes, Miss Brown. 
No, Miss Brown. 
What, Miss Brown ? 

Be careful to say : 

Did you — not did jew. 
Won't you— not won't chew. 
Can't you— not can't chewo 
Recess' — not re' cess. 

Do not add $ to such words, as : toward, eastward, backward, 
etc. 

Fill in blanks with one of the following words : 
He, she, him, her, I or me. 

The boy said it was who broke my knife. 

It must have been ■ who left the door open. 

Mary said it was who spoke to you and 

about it, but I did not hear — if she did. 



44 Lessons in Language Work, 

I should rather be if he did have to stay at 

home than . 

Every girl and every boy has in the 

material with which to build a character. 

Charles said it was who brought the letter. 



CHAPTER VI. 
LETTER WRITING. 

RUI.KS. 

i. Never write a letter with a pencil. 

2. Answer all letters promptly. It is a lack of 
courtesy to put off answering a letter. 

3. Avoid writing anything in a letter that you 
would be ashamed to have read by any one. 

4. Never send a letter that contains a blotted 
word, or words that have been scratched out, or letters 
marked out. Take time to copy the letter. 

5. Let every new subject begin a new paragraph. 

6. Remember that every thought expressed is a 
sentence, and must begin with a capital and end with 
some punctuation mark. 

7. Never use undue familiarity in a letter. 

8. Pay your friend the compliment of sending a 
letter composed of your best thoughts concerning the 
things you think would prove of most interest. 

9. Never apologize for a letter. 

10. Avoid beginning a letter with the pronoun I. 

45 



46 Lessons in Language Work. 

I 340 Bexiocwv j$fc., 

Oxvt. 28, ISC|4. 

If the heading of the letter were written out in 
full it would read : 1340 Beacon Street in the City 
of Boston in the State of Massachusetts on the day 
of the 28th of October of 1894. 

What takes the place of the words that are omitted ? 
Why do we use the periods ? Why do we use the 
commas ? 

RULES FOR THE ENVELOPE. 




Letter Writing, 



47 



Always place the stamp in the upper right-hand 
corner. Place a comma after the name, one after 
the street, unless it is abbreviated, then place a 
period after the abbreviation and a comma after the 
period. Place a comma after the city and a period 
after the State. 

The name of the person addressed should be placed 
slightly below the middle of the envelope ; the street 
and number below, a little to the right ; the city be- 
low, and to the right of that ; and the State below, 
and still to the right. 




PaXoQi;tcv, 

OaX. 



48 Lessons in La?iguage Work. 



HEADINGS. 



>o/yv &^xi/>ixmAco-' j CaX., €ki>t. I , I S^M-. 



14-1 Siftfvit., 



CKix^ax^cv, J/L, &eJ>. 22, I 8C|5. 



Amrv fo-^, CaX., TUoa^ 3, I 8C|3. 



(Jaa/yul, I 4-, I8C|2. 



Letter Writing, 



49 



SALUTATIONS. 



Jdexx/v j^iyv : 



HEADING. 






HEADIIfG. 



HEAMUG. 






50 Lessons in Language Work, 



So tjrvu m^yvnJWiA; op Unju 



m^. a. s. WvU^, 

lo4-5 &Lo-4;tMLAy j$fc., (Q^pcU/rtA 



HEADING. 



JUoa/u CoaaAa/\v GXui^ : 



HEADING. 



£k^OJv C^cuCAy] 



HEADING. 



Letter Writing, 51 

SIGNATURES, 

llXHv f-dyruL WvmymivAxuT\xi^ to a^cKA^V Tvvo-trueA/ 



<&o^|aA/v\/Cp to ruoa/v j/ixww ojx>u/ Chootl, J cuyyi/ 



cS a/wv, 



0\aaa)u/yu^ to ruxtAy pixvrn/ a^x>u^ &x>otv \AA^xxhjJu/Yhc^ 

^UXjuy^j (XcLcu/v. 



52 Lessoyis in Language Work, 



STREET AND NUMBER. 



TOWN AND STATE. 



THE ADDRESS. 



THE SALUTATION. 



THE BODY. 



THE BODY. 



CDOSE. 



THE SIGNATURE. 



Letter Writing. 53 



EXAMPLES OF LETTERS. 

j$a/w JUi^xpo, CaX., 

Uo^>. 15, l8C|Lf. 

TV\x>VYU/ri/Cp, til oa/vn^ cuzAxv&A; -vpo-Wu (dx^A/vvtyi/p IaXWo 
oxykisu; oX "PaA/O/tvueA/ lAxww flaytuA^y." a oa/ruTbot 

tnxxyb It f-vcud Tixvfc l>oeyw ^yeXuA/vuxL. i yVlxi/Yn/vn>a> 

Tl^AA^, ImaX A cUv fvO-^ja^ 1|XMA; XAmIL yuJu TVl/OA^y fti/TUWU/ 

aixvuX" Lt, a/rucL t/ooouA^ tyu^ fcrvU^ oYbao. J! 5xAyja>- 
jaxv&^d a vvaxL VeXuA/ruocl Lfc Ci^n>^ixut um^Jl^ axpo. 
SwA^i/rucp fcrua/fc O/txMA; faxvu-e> Tuvfc u-e^eyru i/vu- 

Jl Wvnxu/Yb, 



54 Lessons in Language Work. 

« 
(Friendly Note Written by a Pupil.) 



I b4-0 QaX Mr., 

jSa/w JUi/expo, CaXtX., 

Uo-u*. 15, 1 8CJH-. 

jQ^a/u T^laA/i^ : 

IUma/v vlaXUv, teXCurixp tyi^ clikmaJ^ oaxmaA/ 

ruxfrhJr. Vj'i;, too, rucuL a> d^lic^J^uL \a/wvo. r U/e^ 
tu>o dLoXui>. €Wi>e^ oL tnx/yvv Jf tuwvuxL mx^i/vu LoA/ 

OAXMAa 

$&xAA/\^'& docp \zlgaa/wlAj cu TiX/U> cLo<^ oottaA/. 
Pcujaxu cpa/ivo rVUa/m/m/O/ c^ Lcucl/vp'&y u>A/lti/n,cp dxAity, 
a/rbcL CvWtvveA/ cW>a/uVup cu iMyO'uxM^. 

til poAx^cvl^ to ttXt a^xvuy \/f\oX r o^wo op yvi/i^ cLoXL^ 
cxx/Tt> \kxJUk/. j&ro& ^xxaaA^ " WbcuTyv ,, /vvcu. ,, 

l YR/a/m,'Ynx^ £lo/\^^, " SeXt mxxA/Lp \aMj voc/pAxzJu 
n,t/u to toJlpAsiruL TLeyw> Tl4>aA/k> JOcuia^ um^uv iav&V Tj>CMAy 
tvuaA^ o-^ £ha/u^ to oorvu/. 

li/LfcPv Twuxziv u>a^ to aXC/, 

UoWu Loik,tu^ cx>uAA/ru, 

OXtoe^ Bvoiavyu 



Letter Writing. 55 



INFORMAL INVITATION, 

WRITTEN BY PUPILS. 



j$a/ru JlWx^o, CaX., 
XW &UJcL: , ^.W, 180,4. 

to- rua/u-o cu jaAXi/ruuo out Jocu (LckXo/ tuux/1^ j$oXuA^Lo/u>, 
a/vucL t5 CuixmaXcL ui^o uou; cuyucL mxx/u-eX to ax> u>utru 
uu&a <3fnx/ue^ umXu u-e^ oX<ma/I^ tuMA/v-e^ oX u/^. J!p 

IMXMAy CXX/TU CpO, U>0 UmXL CXVYYU^ poA/ 1XOU> Out TUUTU^ 
O-'cXo-OKa \UV OJVO OXM/TUCp to cLaaam^ VTU CU tcJX n uy^xo-'. 
jQo oo-yvu^ up a^pouu oa/rt, poA/ J! \/ruirfJfo u>o ^ruodL 
fucuaM^ cu jaX^aAxx/Tvt \a/yy\Aj, 

INFORMAL ACCEPTANCE. 

j$a/ru JUUxjx>, CaX., 
^JCW^,: TWlb, 18^. 

^cmaA/ 'nxvto cxa/wuo x^uJjl^Ajojx^, curuct 
wta/yn/yrucu ^cua^> tfixut um^ 'VYua/up axMZ^jeut oax>uu^u 
i/vvv^utcutucvru, tS cuyw cpixuct trucut axxvuu oJvo cvc^yrucv i/ru 
cu taXua^-nx>, p^Ay J) (axua>ey tu^/im^u \XoLcUyru t/vv otUa 
1U0 &Xucuuu u^ \AxxAsiA; umvotv '■upoou cxwrue^ LaA/ \jM;. 

fidUXu jirmAJdhr. 



56 Lessons in Language Work, 

APPLICATION FOR A SITUATION. 

WRITTEN BY PUPILS. 

j$a/w iOuxpo, CaX., 
Mottl £kl CoAxvna/OAXo, Clot. I 5, 1 §C|3. 

Tvuywt poV cv ImJuL u-oi/p i/yv tfi/U^ Tnx>A/vu/rucp , '&> 
' TA/vuxvn, , ' ' rlxvn>eyyyvu^A/ I 5t?v, cS aylayjaXiyp Lo\y tnxut 
jao-Cuyttxvru. cjo-A; ^^\^/yvoo cUi^ to twu^ cunXUyi/p, 
J. \rJaX> a^pouy to tJIno QvoAajyvzjo J^CoteX, (\XM>vnx^ 
u>oaJ^cL UrvUvo a^ IveXL tou, XkxAiX^ %iaxxA;. 

OAAjvu^, 12210 CUA/Jk a ^^ ^^/vukxi*, 



o' n p Uook 4-, isqi. 

J2>a/w </Uuxpo, LxiX. ' 

18ax> tfvo "' TA/yuxvrb " op rU>a>-eyYnJWu C|tru, 
ex &xma> oaxvuA/ axl/iMTiXi^eyvv^ LoV cu ocuXv ikvua 

J Ciixx>uXcL ui^t/ to ^exr/uA^ tnx/ jaoCwttxvrv. cW>OA>vru^ 
\mjuyv vtv wju e^TYL/[aXoa^ op j^>mnWtru T |o/yue^ poV oyi^ 
r upoa/u, J! \aJjiJ\j %yobu to vruuvru a^ to twu oJmaaJlAas. 



Letter Writing. 57 

Write a 

Letter of invitation for a party ; for a picnic. 

A letter accompanying a Christmas present. 

A letter acknowledging the receipt of a Christmas 
or birthday present. 

A letter to grandma telling her about your school 
life. 

A letter telling about the last new story you have 
read or heard read. 

A letter to your favorite author telling why he or 
she is the favorite. Which of the author's pieces is 
the favorite, and why? 

A letter telling the resemblances you find in 
the " Childhood of Hiawatha " and " Bare-foot boy." 
How they differ. Which you prefer. Why? 
Which one of the authors gives us a glance at his 
own childhood. What do you know of the boyhood 
of each ? 

A letter introducing a friend. 

A letter applying for a position as office boy or 
cash boy ; to learn a trade. 



58 Lessons in Language Work, 

A letter answering an advertisement for a boy for 
such a position. 

If you were successful in getting such a position, 
give five rules that it would be well to follow if you 
wished to keep your position. 

Write a letter describing a pupil who has been 
away to school two years. 



CHAPTER VII. 
DICTATION. 

SUGGESTIONS TO TEACHERS. 

Dictate a short story or anecdote containing conversational 
sentences, requiring quotation marks. Have the papers ex- 
changed, discussed in class and corrected, then raise the cur- 
tain and show the work done correctly on the board. Make a 
note of errors for future reference. Encourage pupils to ob- 
serve their own mistakes. 

Again have some of the class pass to the board. Give out 
the dictation exercise. Have the pupils at their seats observe 
and offer corrections. 

After all the work has been corrected, refer to the correct 
work, which has been previously placed on the board under 
the curtain. 

Dictate your exercise distinctly the first time, and refuse to 
repeat. Children get into a habit of expecting the teacher to 
repeat. Discuss the use of all punctuation marks. Require 
the pupils to give reason for use. 

Examples of Dictation Stories. 
SOCRATES AND HIS FRIENDS. 

Socrates once built a house, and everybody who 
saw it had something or other to say against it. 
" What a front I" said one. " What an inside I" said 
another. li What rooms ! not big enough to turn 
around in," said a third. " Small as it is," answered 
Socrates, "I wish I had true friends enough to fill it." 

— AL sop's Fables, 
59 



60 Lessons in Language Work, 

THE FOX IN THE WELL. 

An unlucky fox having fallen into a well was 
able, by dint of great effort, to keep his head above 
water. While he was there struggling and sticking 
his claws into the side of the well, a wolf came by 
and looked in. 

u What ! my dear brother," said he, with affected 
concern, "can it really be you that I see down 
there ? How cold you must feel ! How long have 
you been in ? How came you to fall in ? I am so 
pained to see you ! Do tell me all about it !" 

" The end of a rope would be of more use to me 
than all your pity," answered the fox. " Just help 
me to set my foot once more on solid ground and 
you shall have the whole story." 

— ^ESOP. 

THE FOX AND THE COUNTRYMAN. 

A fox having been hunted hard, and after a long 
chase, saw a countryman at work in a wood, and 
begged him to help him to some hiding place. The 
man said he might go into his cottage, which was 
close by. He was no sooner in than the huntsmen 
came up. " Have you seen a fox pass this way?" 
said they. The countryman said, "No," but pointed 
at the same time toward the place where the fox lay. 



Dictation. 61 

The huntsmen did not take the hint, however, and 
made off again at full speed. The fox, who had seen all 
that took place through a chink in the wall, thereupon 
came out, and was walking away without a word. 
11 Why, how now?" said the man, " Haven't you the 
manners to thank your host before you go ?" " Yes, 
yes," said the fox, if you had been as honest with 
your finger as you were with your tongue, I shouldn't 
have gone without saying good-bye." — ^Esop. 

AUGUST METEOKS. 
Little stars, pretty stars, what are you about, 
Tripping here, skipping there, dancing in and out ? 
What's the game you're playing in such a merry troop, 
Pussy in the corner, or is it hide and coop ? 
Little stars, pretty stars, racing, chasing so 
In the big sky meadows, won't you let me know ? 

— Written for Youths' Companion. 

SALI.Y. 

Jimmy and his sister Sally were two little Fresh 
Air children, who were spending a week in the 
country where all was so strange and new. When 
they went to bed on the evening of the Fourth they 
were too happy to sleep, and lay chattering together 
for a long time. 



62 Lessons in Language Work. 

" How nice those strawberries were !" said Sally. 
"And the chocolate ice cream !" cried Jimmy. 
"And the cake with sweet snow on top !" said Sally. 
"And the firecrackers." 
"And the skyrockets." 

"And — the — " Jimmy's voice dropped, and his eyes 
closed. But Sally's eyes would not close. She 
looked out of the window at the stars. One star 
kept dancing about ; it flew in through the open win- 
dow and twinkled now here, now there, all around the 
room. Sally had never seen a firefly, and she was 
very much puzzled. 

At last she thought she understood it. 

"O Jimmy," she called, "wake up! Here's a 
mosquito keeping the Fourth." 

— Written for Youths' Companion. 

" Grasshopper." 

There's an old fellow, all wrinkled and yellow, 

That sits in a queer little heap 
By his open door, all shaded o'er 

With an awning of clover deep. 
He is keeping shop in the summer grass, 
And he calls to whatever may happen to pass, 

" Cheep, cheep, cheep." 



Dictation. 63 

I never could tell what he has to sell, 

For just as soon as I creep 
To the swinging sign of the blue grass fine 

He is off with a flying leap ; 
But far away in the meadow then 
I hear him crying his wares again, 

" Cheep 3 cheep, cheep." 

— Written for Youths* Companion. 
THE MOUNTAIN AND THE SQUIRREL. 

The mountain and the squirrel 

Had a quarrel, 

And the former called the latter " Little prig." 

Bun replied, 

" You are doubtless very big, 

But all sorts of things and weather 

Must be taken in together 

To make up a year, 

And a sphere : 

And I think it no disgrace 

To occupy my place ; 

If I'm not as large as you, 

You are not so small as I, 

And not half so spry ; 

I'll not deny you make 

A very pretty squirrel track. 



64 Lessons in Language Work. 

Talents differ; all is well and wisely put; 

If I cannot carry forests on my back; 

Neither can you crack a nut." 

— Rai,ph Waldo Emerson. 

PURRING WHEN YOU'RE PLEASED. 

And when there was nothing else to be pleased 
about, there were always their own tails to run after, 
and the fun was surely irresistible, and well deserved 
a song. 

Yet the brother very seldom committed himself in 
that way — that was the great puzzle, and Puss Missy 
grew more perplexed as time went on. Nay, once, 
when they were quite alone together, and her spirits 
had quite got the better of her judgment, she boldly 
asked him, in as many words, " Why do you not 
purr when you are pleased ?" as if it was quite nat- 
ural and the proper thing to do. Whereat he seemed 
quite taken by surprise, but answered at last, "'It's 
so weak minded,' mother says : I should be ashamed. 
Besides," added he, after a short pause, " to tell you 
the truth — but don't say anything about it — 
when I begin, there's something that chokes a 
little in my throat. Mind you don't tell — it would 
let me down so in mother's eyes. She likes one to 
keep up one's dignity, you know." 

— Parables from Nature. 



Dictation. 65 

THE BLUE JAY. 

i. " You may call a jay a bird. Well, so he is, be- 
cause he has feathers ou him. Otherwise he is just 
as human as you are. 

" Yes, sir ; a jay is everything that a man is. A 
jay can laugh, a jay can gossip, a jay can feel 
ashamed, just as well as you do — maybe better. And 
there's another thing : In good, clean, out and out 
scolding, a blue jay can beat anything alive. 

2. " 'Halloo,' says he/ 1 reckon here's something.' 
When he spoke the acorn fell out of his mouth and 
rolled down the roof. He didn't care — his mind was 
all n the thing he had found. 

" It was a knot hole in the roof. He cocked his 
head to one side, shut one eye, and put the other to 
the hole like a possum looking down a jug. 

" Then he looked up, gave a wink or two with his 
wings, and says : c It looks like a hole — it's placed 
like a hole — I think it is a hole V 

3. a Then he cocked his head down and took another 
look. He looked up with joy this time, winked his 
wings and his tail both, and says : ' Well, now I'm 
in luck ! Why, it's an elegant hole !' 

" So he flew off and brought another acorn and 
dropped it in, and tried to get his eye to the hole 
quick enough to see what became of it. He was too 



66 Lessons in Language Work. 

late. He got another acorn and tried to see where it 
went, but lie couldn't. 

4. " He says : ( Well, I never saw such a hole as 
this before. I reckon it's a new kind.' Then he got 
angry and ran up and down the roof. I never saw a 
bird take on so. 

" When he got through he looked in the hole for 
half a minute; then he says: l Well, you're a long 
hole, and a deep hole, and a queer hole, but I have 
started to fill you, and I'll do it if it takes a hundred 
years.' 

" And, with that, away he went. For two hours 
and a half you never saw a bird work so hard. He 
did not stop to look in any more, but just threw 
acorns in, and went for more. 

5. " Well, at last he could hardly flap his wings, he 
was so tired out. So he bent down for a look. He 
looked up pale with rage. He says : i I've put in 
enough acorns to keep the family thirty years, and I 
can't see a sign of them.' 

11 Another jay was going by and heard him. So he 
stopped to ask what was the matter. Our jay told 
him the story. Then he went and looked down the 
hole and came back and said : l How many tons did 
you put in there ? ' 

" ' Not less than two,' said our jay. 



Dictation. 67 

6. " The other jay looked again, but could not make 
it out; so he gave a yell and three more jays came. 
They all talked at once for awhile, and then called in 
more jays. 

" Pretty soon the air was blue with jays, and every 
jay put his eye to the hole and told what he thought. 
They looked the house all over, too. The door was 
partly open, and at last one old jay happened to look 
in. There lay the acorns all over the cabin floor. 

" He flapped his wings and gave a yell, c Come 
here, everybody ! Ha ! Ha I He's been trying to 
fill a house with acorns. 5 

"As each jay took a look, the fun of the thing 
struck him, and how he did laugh ! And for an hour 
after they roosted on the housetop and trees and 
laughed like human beings. , 

"It isn't any use to tell me a blue jay hasn't any 
fun in him. I know better." 

— Adapted from Mark Twain* s Story of The fay. 



CHAPTER VIII. 
THE USE OF THE DICTIONARY. 

Under how many different headings is the contents of Web- 
ster's Unabridged Dictionary classified ? 

In what part of the dictionary is to be found the department 
of proper names, of geographical names, phrases and quota- 
tions ? 

Time spent in becoming familiar with the use of a good 
dictionary is time well spent. The power to discriminate be- 
tween the different meanings of words, so that we may use 
the word best adapted to express our thought, comes only 
with much practice. Almost every word has more than one 
meaning, and again many different words may apply to one 
idea, with shades of difference in meaning so fine, sometimes, 
that it is only by careful training that the proper distinction 
in use may be made. 

NOTE TO TEACHER. 

(Systematic and continued drill should be given daily in the 
study of words, using a good unabridged dictionary as text. 
This should be a part of the reading lesson and the spelling 
lesson. 

Practice in the use of synonyms might well be a part of 
every day's language work.) 

In the following sentences give meaning of italic words. 

She has a fine face. 

She has a remarkable face. 

68 



The Use of the Dictionary. 69 

She lias a beautiful face. 
She has a lovely face. 
She has a sweet face. 
She has a pretty face. 
She has a sunny face. 
She has a cheerful face. 

Give meaning of zfo/zV words. 

He is a gentle boy. 
He is a >£zW boy. 
He is a thoughtful boy. 
He is a helpful boy. 
He is an earnest boy. 
He is a §wW boy. 

Give meaning of italic words. 

He is a jolly boy. 
He is a merry boy. 
He is a happy boy. 
He is a playful boy. 
He is a funny boy. 

Use correctly in a sentence the following words : 

Anxiety, anxious, reputation, character, stop, stay, 
home, house, knowledge, wisdom, lovely, handsome, 
bring, carry. 



70 Lessons in Language Work. 

When a word has several different meanings it is sometimes 
hard to decide which meaning to use. 

HOW TO CHOOSE THE RIGHT DEFINITION. 

In the following sentence — The girl gave a plain statement 
of the case —if we look for the definition of the word plain we 
shall find that Century Dictionary gives three different mean- 
ings to the word : i. An expanse of level land. 2. Without 
adornment or beauty, as plain looking. 3. Frankly uttered ; 
clearly. 

Now the word plain is not used here to express an expanse 
of level country, nor is its use explained by the second mean- 
ing — without beauty or adornment, — although that idea is 
partly expressed by this use of the word. The third definition 
gives, in a direct manner — frankly, clearly. Here we have the 
meaning exactly fitting our use of the word — Plain y here used, 
means a frank, clear statement. 

Always choose the definition adapted to the use of the word. 

Look up the definitions of the following words and use in 
sentences showing different meanings : 



party 


press 


number 


sound 


pound 


object 


deep 


• peal 


command 


board 


desert 


venture 


mind 


wound 


round 



You will see that when the word is used as a noun it is 
followed by the letter c i n ' ' ; when used as a verb it is followed 
by the letter " v "; when used to describe, by the letter "a " — 



The Use of the Dictionary. 71 

which stands for adjective ; when used as an adverb it is 
followed by " ad" — the sign of the adverb. You will also see 
that the use of the word often decides its meaning, so it is well 
to cultivate the habit of looking for the letters showing the part 
of speech when selecting the definition. 

PHONICS. 

The teaching of the diacritical marking of letters seems to 
have been laid upon the shelf as unnecessary work. The 
reason given for this is that at the bottom of each page of 
every dictionary is a key explaining the sounds expressed by 
the different diacritical marks. But it is a fact that children 
are not inclined to look up the pronunciation of the different 
words they use. Without drill in the study of phonics con- 
tinued throughout the grammar grades, children will not be 
sufficiently trained to discriminate as to the correct sounds of 
the letters which make up the words of every-day discourse. 

American children pronounce their words badly. It is not 
alone that the voices are not trained to modulated, controlled 
tones, but syllables are neither articulated nor rightly sounded. 
Such vowels as a in laugh, calf, ask, master, aunt, can't, and 
the in fog, God, dog, and many others, are not correctly 
sounded by one child in fifty. 

Drill in phonics is a much-needed exercise for improving the 
reading and spelling, as well as the speaking of children. 

DRII/L, IN DIACRITICAL MARKING. 

Mark the sounds of a in the following : 

1. A dark-haired lady watched the girls play their 
game of basket ball. She laughed at the way some 
of the girls ran, and said, " What fun that is ! " 



72 Lessons in Language Work. 

2. Three of the boys passed the gate with a ball 
and a bat. I heard them laughing at a man who 
passed with a basket of apricots and pears on one 
arm, and a large watermelon on the other. He 
waddled from side to side. 

3. Mary and Harry sent me an invitation to a 
sailing party on the bay. Mamma says I may go 
if it is warm and the water is not rough. All the 
girls in our class are invited. 

4. Many of the girls are making plaster of Paris 
vases and images. I saw such a lovely little pair of 
shepherds that Laura had made, when I was calling 
at her house last week. 

5. The man said that the lady was laughing at 
the fair-haired girl who was throwing the ball. She 
swung her arm in the air in a frantic manner, then 
at last threw the ball, and it fell nearly at her feet. 

6. The gray-haired lady met me this evening. 
She said her daughter did not know what became of 
the man's father ; that the last time she saw him he 
was well. 

7. Can you make that boy I saw downstairs in 
the hall understand what you say to him ? I never 
saw anyone so deaf when he doesn't want to hear. It 
is a far greater task to ask him to do anything than 
to do it myself. 



The Use of the Dictionary. 73 

8. A man said he saw the boy fall into the water, 
that he raised his arms three times, but sank before 
he could reach the stream. 

9. Many days I wander far away into the forest. 
I am happy to hear the birds call to each other. I 
pass whole days listening. 

10. Mary had a pair of strong arms, and she 
asked no one to haul the boat in for her. All morn- 
ing she sailed on the bay, wandering far out toward 
the ocean. 

Mark the sounds of e in the following : 

i. Early to bed they say is the best medicine for 
sleeplessness. 

2. Pearl, were the men weighing the wheat when 
you were out in the shed ? 

3. Merry were the hours they spent under the 
trees near the old mill. 

4. Her heart was tender. She grieved that they 
were miserable. 

5. Eight men went over there last evening and 
searched everywhere, but they could not find it. 

6. Where were the men taking the gray fox yes- 
terday ? 

7. Merry little Teddy — he seems to see every- 
thing through rose glasses. Nothing weighs heavy 
upon his heart. 



74 Lessons in Language Work. 

8. The evening the men left the letter we were 
not at home. We had not received the news of her 
death, and had gone to hear " Erminie." 

9. Were there eight geese on the river where it 
emerges from the forest ? 

10. There were eighteen men who said they would 
prefer to meet this evening. 

Mark the sounds of i in the following : 

1. The policeman told Iva Miller never to hit a 
little girl. 

2. The children are playing out in the ravine, dig- 
ging in the dirt. 

3. I think that girl is unique. 

4. Do you think the girl was piqued because I 
said she flirted ? 

5. Alice brought me an antique cross carved with 
the Virginia creeper. I prize it highly. 

6. Your oblique lines should start from your circle 
to give the right impression. 

7. That poor little girl has cried herself to sleep, 
she was fatigued by spending such a long time 
looking for the ring. 

8. I think in that whole circle of men that I could 
not find one who would not stoop to intrigue. 



The Use of the Dictionary, 75 

9. The white bird spread its wings and flew over 
the marine hospital. 

10. I will show you my new machine. It is a 
11 White." My father brought it from Virginia. 

Mark the sounds of in the following : 

i. How odd it is that the old man should have 
done anything so rude as to order the poor woman to 
cook his food. 

2. Oh, do come here! our poor old dog is wounded. 
We ordered some medicine by telephone but it has 
not come. He lies on the floor of the barn. 

3 . The boat is lost in the fog. Captain Todd ordered 
his men to go out to the ship before the fog lifted, 
and now the men will be lost. The poor old women 
stand on the shore and weep. 

4. How much did the floor to the new room cost ? 
Has only the parlor the border of gold, or do you 
know ? They told me some of the rooms were done 
in very odd colors. 

5. How much discord some people pour out upon 
the world by forgetting that a soft answer turneth 
away wrath. Don't you think so, too ? 

6. I told Howard that, according to what he had 
done in the morning, I thought that the work would 
be finished this afternoon. 



j 6 Lessons in Language Work. 

7. I hope George won't coine home before the 
fog has lifted. He has a long walk from downtown. 

8. Rolland, won't you come over to our house and 
help me loop up the rose bushes, and tie cords about 
them ? The dog has torn them down. 

Mark the sounds of u in the following : 

1. I think you were rude to your uncle to put 
your muddy feet upon the round of his chair. I feel 
hurt that you do not try to be more thoughtful. 

2. Pull the bell. I fear you have hurt your- 
self by putting that ugly, rough piece of iron into 
your mouth. 

3. The club roll is already full, but still we urge 
you to join us. If you have not united with any club 
yet, we trust we may put your name on our list. 

4. A full chorus united their voices, and the deep 
tones surged out upon an enraptured audience. You 
would have applauded with us had you been there. 

5. Could you put the child into his buggy and 
pull him through the gate out into the sun? He 
has urged me to take him. 

6. It is true that you sing in tune, but your tones 
are not full and round. You hurt your voice when 
you sing so loud. 



The Use of the Dictionary. jf 

7. Should you have thought that Paul would 
have united with the church without his mother's 
knowledge ? I suppose he wished to surprise her. 

8. Should you return her call under the circum- 
stances ? She was unusually surly about our euchre 
party. 

9. Truly Ruth's curls are beautiful. Her blue 
eyes are so full of sunny laughter. 

10. If you are rude and do not study your lessons, 
I shall put you into the lower grade. 

Mark the sounds of y in the following : 

1. The study of mythology is very delightful. 

2. What a mystery there is about my lost pin ! 

3. The minister lifted his eyes to the ceiling and 
chanted the hymn. 

4. Are you trying to find synonyms ? 

5. That boy, flying the kite, has my sympathy. 

6. Did you read my composition about the " Sea 
Nymphs ?" 



CHAPTER IX. 
WORDS. 

SUGGESTIONS FOR ACQUIRING A VOCABULARY. 

When you boys and girls undertake to describe something, 
or to discuss some subject, you are apt to be at a loss for words ; 
apt to repeat the same word many times ; to use words that do 
not say what you mean to say, and are apt to connect these 
vague words with a string of " ands" and meaningless ex- 
pressions such as, "and then" " and everything like that" 
etc. Now this comes not so much from a lack of ideas as from 
a lack of words in which to clothe the ideas. 

There are about two hundred thousand words in the English 
language, a comparatively small proportion of which are used 
by any one person. Shakespeare's vocabulary numbered only 
about fifteen thousand words. 

The Century Dictionary defines the word vocabulary, as : 
1 ' The sum or stock of words employed by an individual in his 
use of a language." His vocabulary, then, represents a man's 
language capital, and three or four thousand well-chosen 
words, ready at command, is one of the richest investments a 
man can make, and the younger he is when he begins his 
accumulation the richer he will be. The habit of careful 
word study which Lincoln acquired in boyhood made him in 
later years, in spite of his lack of school training, a master of 
the English language. 

One's success in life depends more upon his command of 
words than he may suppose. A good vocabulary gives greater 
freedom of expression, therefore keener possibilities of enjoy- 
ment, and of giving pleasure. A ^^conversationalist makes 

78 



Words. 79 

a pleasant companion. A good conversationalist does not 
mean a great talker, it means a good talker, — one who uses 
the right word in the right place. Conversationalists are not 
born, they are made. People may be born with a taste for 
language, but the ability to talk or write well is gained only 
by patient work, and this ability may be gained by any aver- 
age boy or girl who begins early in life to cultivate a taste for 
the study of words. 

WAYS TO INCREASE THE VOCABULARY. 

Our habits of speech are formed largely by the companions 
we keep and the books we read. Then to form a good 
vocabulary : 

i. Associate with people who are careful in their speech. 

2. Read books containing good English. 

Read not alone for the pleasure of the story. Even children 
may train themselves to look for the value of words and the 
beauty of expression contained in the books they read. " Dog 
of Flanders," " King of the Golden River/ ' " Undine/ ' and 
many other of your stories are marked by their beauty of 
style. 

3. Do not pass over new words ; seek their meaning ; make 
an effort to use them. In time they will become part of your 
vocabulary. 

4. Comprehend the meaning of a word before you use it. 
(This was Lincoln's rule.) 

5. Possess a good dictionary, and study it. 



80 Lessons in Language Work. 

MISUSE OF WORDS — INACCURACIES OF SPEECH, EXTRAVA- 
GANCES, ETC. 

It is to be questioned if a boy or girl who forms a habit of 
inaccurate and extravagant speech can develop into a perfectly 
reliable business man or woman. There certainly is no 
questioning the fact that a training in accuracy and simplicity 
of speech will develop traits of honesty and directness, which 
will tend to make a man or woman reliable in all business 
transactions. 

I^et us look at some of the mistakes coming under the head 
of inaccuracies and extravagances. Look into the meaning of 
some of the words contained in the following sentences. 

i. Tom is mad at Mary because she hid his hat. 

2. I had a horrible time at the picnic. 

3. I bet a million dollars I can ride up that hill 
on my bicycle. 

4. Mamma gave me an awfully pretty new dress. 

5. I nearly died laughing at Tom's antics. 

6. Mary has a horrid hat. 

7. I had an elegant time at the party. 

8. I am so mad at my sister I will never speak to 
her again. 

9. I think that picture is a thousand tiines prettier 
than the other one. 

10. If you tell another funny story I shall die. 

In the first sentence let us look up the word mad. Cen- 
tury Dictionary defines it to mean, mentally deranged or 



Words. 8 1 

violently insane. If this sentence is accurate in its state- 
ment — Tom is violently insane because Mary hid his hat, — 
surely it is not the idea intended. Why not use a word which 
more accurately expresses Tom's state of annoyance ? To 
say that Tom was angry because Mary hid his hat will be 
equally forceful and have the added value of truthfulness. 

In the second sentence the word horrible comes from the 
word horror, which means bristling with fear. A second 
meaning is, extremely repulsive. This word in no sense ex- 
presses the meaning intended. The words stupid, uninter- 
esting, unpleasant, tiresome, would offer a choice, any one of 
which would convey the intended idea. 

The word awfully is coming so commonly to be used to 
express an extreme degree that it bids fair in time to be recog- 
nized as correctly expressing that idea ; but such an accept- 
ance is equivalent to confessing that extravagance and slang 
are to be sanctioned as good English ; but for the present 
awful is not recognized as a proper synonym for very. 

Awful, according to Century Dictionary, means filled with 

fear — a fear so great as to awaken reverence; and the literal 

meaning of this sentence is : Mamma gave me a fearfully 

pretty dress, so pretty that it awakens a fear and reverence 

within me. 

The expressions / bet a million dollars in sentence 3 ; 1 
nearly died laughing in sentence 5 ; / will never speak to her 
again in sentence 8 ; and I shall die in sentence 10, are all 
extravagances which miss the term untruths merely in that 
they are uttered without any thought of being believed. 
They do not add to the force of the sentences in w ? hich they 
appear, and are the result of a poverty of vocabulary which is 
deplorable. 



82 Lessons in Language Work. 

If its language is in any degree to represent the character of 
a people, such expressions must speak poorly for the veracity 
of our nation. 

In the following sentences look up the meaning of the 
italic words and substitute others fitting the intended idea. 
Reconstruct the sentence if necessary. 

mamma! my dress is just too sweet for 
anything. 

1 was terribly low in my examination to-day. 

I suspect you will have a splendid time on your 
sailing trip. 

Professor Rolf gave us such a nice talk on the 
Vision of Sir Launfal. 

What perfectly lovely cake your mother makes ! 

THE POWER OF WORDS TO SUGGEST PICTURES. 

Our study of words will soon teach us that while a word 
may identify an idea it cannot awaken in any two minds the 
same mental picture. Aim then in using words to select the 
one best fitted to name your idea and at the same time best 
adapted to awakening in the mind of another a mental image 
as nearly as possible corresponding to your own. 

In this sentence — The smell of violets filled the room — the 
word smell names the idea, but is this word qualified to suggest 
the thought intended ? 

Smell, odor, scent, fragrance, any one of these four words 
would identify the idea, but when we wish to awaken in 
another mind a set of ideas corresponding to our own we find 
these words are not all equally adapted to our use. The word 



Words. 83 

smell will not do because it is more often associated with 
unpleasant odors than pleasing ones. It would be correct to 
say, " A smell of burnt cabbage filled the room." It is also 
possible for the word odor to have unpleasant associations. 
Likewise the word scent, but the word fragrance is always 
associated with pleasing odors, and is therefore best adapted 
to convey our meaning and to awaken pleasant images in the 
mind. 

The idea will be pleasantly conveyed in the sentence — The 
fragrance of violets filled the room. 

6. Cultivate an appreciation for words which are beautiful 
in sound and have a power to suggest pleasant thoughts. 

A word then has two values : First, it names ; second, it 
suggests a mental picture. The word Christmas names the 
birthday of Christ, and stands for the twenty-fifth of Decem- 
ber, but what pictures does the word suggest? When the 
word is mentioned a picture of Christmas time flashes into the 
mind. Just what this mental picture will be depends upon 
the individual experiences and ideals of the child hearing the 
word. One child will see a ladened Christmas tree, with a 
jolly old Santa Claus giving presents to children from his 
generous pack. Another will see a row of well-filled stockings 
hanging before the chimney. Another will see the table 
spread with Christmas good things — the brown turkey — the 
plum pudding — the nuts and candy, and we shall have as 
many different pictures suggested by this word as there are 
different boys and girls with their different experiences and 
conceptions ; but while no two pictures will be alike in detail 
they will all have much in common — the spirit of Christmas 
time, the joy and good will which belongs to the day, will be 
suggested to all by the word. 



84 Lessons in Language Work. 

What pictures are suggested by the following words ? 



firelight 


seaside 


supper time grandma 


camping 


riding 


holidays a gun 


woods 


winter 


summer mountains 



river swimming money spring 

Fourth of July lady gentleman horse 

water lilies ferns dog doll 

bedtime Thanksgiving my birthday sunrise 

starlight roar thunder sparkling 

shimmering twinkling whirl skimming 

far away dune croon fleecy 

drifting father mother flag 

In the following extract from the "Jungle Book" notice 
Kipling's choice of words. Make a list of the words you 
think particularly well chosen. Select words from other parts 
of the "Jungle Book." 

He turned twice or thrice in a big circle weaving 
his head from right to left. Then he began making 
loops and figures of eight with his body, and soft oozy 
triangles that melted into squares and five-sided 
figures, and coiled mounds, never resting, never 
hurrying, and never stopping his low humming 
song. It grew darker and darker, till at last the 
dragging, shifting coils disappeared, but they could 
hear the rustle of the scales. 

Kaas' Hunting. 



Words. 85 

Rikki-tikki smashed two eggs, and tumbled back- 
ward down the melon bed with the third egg in his 
mouth, and scuttled to the veranda as hard as he 
could put foot to the ground. Teddy and his mother 
and father were there at early breakfast, but Rikki- 
tikki saw that they were not eating anything. They 
sat stone-still, and their faces were white. Nagaina 
was coiled on the matting by Teddy's chair, within 
easy striking distance of Teddy's bare legs, and she 
was swaying to and fro singing a song of triumph. 

Rikki-tikki-tari. 

Bring in from the story you are reading at home a list of 
ten of the best-used words you can find. 

What picture is suggested by the following stanzas ? What 
do the italic words say to you ? 

" Hail ! to thee, blithe spirit ! 

Bird thou never wert, 

That from heaven or near it, 

Pourest thy full heart 

In profuse strains of unpremeditated art." 

Higher still and higher 

From the earth thou springest 

Like a cloud of fire. 

The blue depths thou wingest^ 

And singing still doth soar 

And soaring ever singeth. 

— Wordsworth. 



86 Lessons in Langtcage Work. 

What do the italic words in the following lines suggest 
to you ? 

u Loud from its rocky cavern, the deep-voiced neigh- 
boring ocean 

Speaks, and in accents disconsolate answers the 
wail of the forest" _ longfeu,ow. 

In the following extract from Tennyson's poem, "The 
Lady of Shalott," note the choice of words — how fitted they 
are to express the ideas for which they stand. Notice how the 
words dusk and shiver suggest the motion of the little waves. 

Willows whiten, aspens quiver, 

Little breezes dusk and shiver, 

Thro' the wave that runs forever 

By the island in the river, 

Flowirig down to Camelot. 

Four gray walls, and four gray towers, 

Overlook a space of flowers, 

And the silent isle embowers 

The Lady of Shalott. 

By the margin, willow-veiled, 

Slide the heavy barges traiPd 

By slow horses ; and unhaiPd 

The shallop ftitteih) silken-saiPd, 

Skimming down to Camelot. 

In the last five lines note the contrasts between the words 
heavy barges and silke?i- sail' d shallop, between slide zn&flitteth, 
slow and skimming, trailed and unhaWd. 



Words. 87 

Select from the following lines the words best qualified to 
bring out the thought. Tell what they suggest to you . 

11 In the street I heard a thumping, and I knew it 

was the stumping 

Of the Corporal, our old neighbor, on the wooden 

leg he wore." —holmes. 

The little bird sits at his door in the sun, 

A-tilt like a blossom among the leaves, 

And lets his illumined being o'errun 

With the deluge of summer it receives. 

— Lowell. 

The crows flapped over by twos and threes, 
In the pool drowsed the cattle up to their knees. 

— Lowell. 

The drawbridge dropped with a surly clang, 
And through the dark arch a charger sprang. 

— LOWELL. 

Waste are those pleasant farms, and the farmers for- 
ever departed ! 

Scattered like dust and leaves, when the mighty 
blasts of October 

Seize them, and whirl them aloft, and sprinkle them 
far o'er the ocean. —Longfellow. 

And far across the hills they went, beyond the utmost 
purple rim, 

And deep into the dying day, the happy princess 
followed him. —Tennyson. 



68 



Lessons i?i Language Work. 



Describe a morning walk, choosing from the following 
words. Look up all words of which you are not sure of the 
meaning. 



meadow lark 


hum of bees 


daffodils 


fleecy clouds 


golden 


peaceful 


breeze 


song 


mountains 


squirrel 


long stretches 


chipmunk 


sand dunes 


river 


purple 


winding 


sheen 


fields 


ocean 


waving grain 


sparkling 


fragrant 


trees 


busy ants 


far away 


roadside 


poppies 


sunlight 


calm 


shadows 


overhanging 


wading 


baby blue eyes 


cattle 


buttercups 


bending branches 


clear 


green meadows 


blossoms 


perfume or fragrance 


linnet 





Words. 



89 



Describe an evening walk, choosing from the following 
words : 



peaceful 

moonlight 

insects 

myriads 

stir 

night owl 

heavens 

stars or starry 

the hush 

shadows 

perfume or fragrance 

reflected 

the water 



ocean 

roar 

violets 

orange blossoms 

trees 

dense 

foliage 

sounds 

the stillness 

lights 

goodness 

serenity 

peace 



Give in this description the effect produced upon you of 
going alone out into the night. 



CHAPTER X. 
THE PARAGRAPH. 

When you children select a book for reading you open it, 
examine the pages and look to see if "it is made up of con- 
versations." If the pages are covered with short sentences, 
broken paragraphs, and dotted with quotation marks you 
decide that the book may be worth reading. You prefer 
stories in which the characters are made to talk and act, and 
are inclined to skip the long paragraphs devoted to description 
and moralizing. 

The short paragraph lends itself more readily to conversation 
than the long paragraph. 

It is the purpose in this chapter to study how paragraphs 
are made. The paragraph bears the same relation to the 
sentence that the sentence bears to the word, and, as the well- 
constructed sentence may be reduced to a single thought 
centered in the subject and predicate, so may a well- 
constructed paragraph be reduced to a topic sentence contain- 
ing the central thought of the paragraph. 

A composition consists of a series of paragraphs closely 
related to one another and all bearing upon one central 
thought. 

RUI.ES. 

A paragraph may be a complete composition in itself, and 
as such we shall study it. 

i. Avoid using in a sentence a word which does not relate 
to the thought of the sentence. 

2. Avoid using in a paragraph a sentence which does not 
relate to the central thought of the paragraph. 

3. Carefully arrange the sentences of the paragraph that 
they may bear the right relation to the central thought. 

90 



The Paragraph. 91 

4. Arrange the paragraph so that it is introduced by a 
sentence which will awaken interest — often we find this first 
sentence to contain the topic of the paragraph, — and close it 
with a sentence which will finish the paragraph by summing 
up its thought. 

CORRECT ARRANGEMENT OF SENTENCES. 

The clearness of a sentence depends upon the arrangement 
of the different words, phrases and clauses which go to the 
making up of the sentence. Care should be taken to relate 
the modifiers of a sentence to the words which they modify. 

Correct the following : 

He put the letter into the box which he had carried 
in his pocket for a week. 

He gave the little girl a doll who was crying for 
her mother. 

They kept a piece of their wedding cake in a 
drawer done up in tissue paper. 

The girl sang a song at the concert wearing a 
white dress. 

It would be an accommodation if you would send 
me five dollars the amount due for the making of the 
dress or you may hand the money to my brother. 

There was but one rocking-chair in the room 
which Rose made a habit of monopolizing first. 

At twenty-five the mother took her daughter 
abroad. 

A low phaeton is comfortable for old ladies having 
easy springs and being easy to alight from. 



92 Lessons in Language Work, 

A young girl gave me these flowers who left with- 
out a word. 

I sent a box of candy to the little girl tied up with 
baby ribbon. 

I gave my doll to Harry that has a broken head. 

She told the girl she should stop sewing. 

The girl appeared before a stranger in a torn dress 
and bare-headed. 

Uncle gave a beautiful dog to Harry because he is 
gentle. 

PARAGRAPH BUILDING. 

" Harry, Dick ancj I went out to Ocean Beach Sat- 
urday. " 

Let us take this sentence for a topic sentence, and, by 
relating other sentences to it, expand it into a paragraph. 
We might expand this sentence in many ways. We might 
describe the beach, or the day, or we might narrate some 
incident related to the day. Suppose we try the latter scheme, 
and add the sentence — "We met an old fisherman out there/ ' 
and to make the incident of more interest, and relate it more 
closely to the central thought, we'll add the clause — "who 
took us fishing in his boat." The interest will be increased 
still more and the topic sentence further expanded by adding 
another incident in the sentence — " Harry caught a big fish," 
and again the clause — "and when we came ashore we made a 
fire, cooked our fish and ate lunch.' ' We shall end the 
paragraph with a sentence which, in a way, sums up the 
whole day's pleasure in the words — " We had a fine time." 



The Paragraph. 93 

This paragraph follows the rule which governs a well- 
constructed paragraph — 

1. It has one central thought. 

2. It begins with a sentence which attracts the attention — 
this time the topic sentence. 

3. It ends with a sentence which is a summing up of the 
paragraph. 

The paragraph reads : 

Harry, Dick and I went out to Ocean Beach Sat- 
urday. We met an old fisherman out there who took 
us fishing in his boat. Harry caught a big fish, and 
when we came ashore we made a fire, cooked our fish 
and ate lunch. We had a fine time. 

" Grandma gave me the goods for a new dress." 

We'll take this topic sentence and expand it into a par- 
agraph by means of sentences which relate to the central 
thought by describing the subject of the paragraph. 

We will add to the topic sentence a sentence which will give 
a detail of the dress — " It is white dimity." We will further 
expand the subject by adding the clause — "and mamma is 
making it so pretty.' ' We will go into further detail by 
describing the making of the dress in the sentence — "She is 
putting three little ruffles edged with Valenciennes lace at the 
bottom of the skirt, and is making the waist with a yoke of 
dainty tucks and lace insertion." We end our paragraph 
with a sentence giving a new interest — " Mamma says I may 
wear it next Sunday." 



94 Lessons in Language Work, 

Finished, the paragraph reads : 

Grandma gave me goods for a new dress. It is 
white dimity, and mamma is making it so pretty. 
She is pntting three little rnffles edged with 
valenciennes lace at the bottom of the skirt, and is 
making the waist with a yoke of dainty tucks and 
lace insertion. Mamma says I may wear it next 
Sunday. 

Sometimes Louise has seen the quails going out for 
a walk. 

This topic sentence we shall expand into a paragraph by 
means of sentences describing in detail the subject of the 
paragraph — " The mother with her seven babies all tripping 
primly along behind her. ' ' A further detail goes into a descrip- 
tion of the birds. 

"The wee, brown birds, and all running helter-shelter, in a 
minute, if they hear a noise among the bushes, and hiding 
each one his head under a broad leaf, thinking, poor little 
foolish things, that no one can see them." 

Finished, this reads : 

Sometimes Louise has seen the quails going out 
for a walk : the mother with her seven babies all 
tripping primly along behind her, the wee, brown 
birds, and all running helter-skelter, in a minute, if 
they hear a noise among the bushes and hiding each 
one his head under a broad leaf, thinking, poor little 
foolish things, that no one can see them. 

— H. H. Jackson. 



The Paragraph. 95 

The arrangement of the sentences has a great deal to do 
with the meaning of the paragraph, just as the meaning of the 
sentence depends upon the arrangement of the words of which 
it is composed, so the meaning of the paragraph depends upon 
the arrangement of the sentences composing it. 

Are the following sentences arranged in the best order to 
express the thought of the paragraph ? 

1. The water now poured into it. 

2. Every one called for help, and each thought 
only of saving his own life. 

3. The sailors cried out, " The ship has sprung a 
leak ! " 

4. Then all at once we felt a fearful shock ; the 
vessel had struck a rock. 

Try the effect of beginning with the third sentence. 

The sailors cried out, " The vessel has sprung a 

leak ! " Then all at once we felt a fearful shock ; 

the vessel had struck a rock. The water now poured 

into it. Every one called for help, and each thought 

only of saving his own life. 

—Robinson Crusoe. 

Select the topic sentence and group the other sentences 
about it so as best to bring out the central thought : 

i. It had a calm, contented air about it. 

2. It was a long, sinewy looking beast. 

3. It had lost half its tail, one of its ears, and a 
fairly appreciable proportion of the nose. 



96 Lessons in Language Work. 

4. I never saw a larger cat, nor a more disreputa- 
ble looking cat. 

5. His victim was a large black cat. 

— From Jerome K '. Jerome. 

Condense each of the following paragraphs to its topic or 
thought sentence, and tell how each of the other sentences of 
the paragraph expand the thought. 

It was not really very far to the dining-room, but 

it seemed rather a long way to Cedric before they 

reached the chair at the head of the table. The hand 

on his shoulder seemed to grow heavier at every step, 

and his face grew redder and hotter, and his breath 

shorter, but he never thought of giving up; he 

stiffened his childish muscles, held his head erect, 

and encouraged the Earl as he limped along. 

— Lord Faunti,eroy. 

In learning to write well our first rule is : Know 
what you want to say. The second rule is: Say it. 
That is, do not begin by saying something else which 
you think will lead up to what you want to say. I 
remember when they tried to teach me to sing they 
told me " to think of eight and sing seven. " That 
may be a very good rule for singing, but it is not a 
good rule for talking or writing. 

— E. B. Hai,e. 
Select the topic sentence from each of the following para- 
graphs, and tell how each of the other sentences of the 
paragraph expand the topic sentence. 



The Paragraph. 97 

ARRANGED FROM ERNEST SETON THOMPSON'S 
"WILD ANIMAI^ I HAVE KNOWN." 

Down the wooded slope of Taylor's Hill the 
Mother Partridge led her brood ; down toward the 
crystal brook that by some strange whim was called 
Mud Creek. Her little ones were one day old but 
already quick on foot, and she was taking them for 
the first time to drink. 

The sun was hot now. There was an open space 
to cross on the road to the water, and, after a careful 
lookout for enemies, the mother gathered the little 
things under the shadow of her spread fantail and 
kept off all danger of sunstroke until they reached 
the brier thicket by the stream. 

Here a cottontail rabbit leaped out and gave them 
a great scare. But the flag of truce he carried 
behind was enough. He was an old friend; and 
among other things the little ones learned that 
day that Bunny always sails under a flag of truce, 
and lives up to it, too. 

At first the little fellows didn't know how to drink, 
but they copied their mother, and soon learned to 
drink like her and give thanks after every sip. 
There they stood in a row along the edge, twelve 
little brown and golden balls on twenty-four little 
pink-toed, in-turned feet, with twelve sweet little 



98 Lessons in Language Work. 

golden heads gravely bowing, drinking and giving 
thanks like their mother. 

Meanwhile, the strange bob-tailed fox came under 
the tree and yapped and yapped at them. They were 
much amused at him and at their mother and 
brothers, so much so that they never noticed a 
rustling in the bushes till there was a loud, bang ! 
bang ! and down fell two bloody, flopping partridges, 
to be seized and mangled by the yellow cur until the 
gunner ran from the bushes and rescued the remains. 

Brownie was a bright little mother of small stature, 
but keen of wit and sense, and was, night and day, 
alert to care for her darling chicks. How proudly 
she stepped and clucked through the arching woods 
with her dainty brood behind her ; how she strained 
her little brown tail almost to a half circle to give 
them a broader shade, and never flinched at sight of 
any foe, but held ready to fight or fly, whichever 
seemed the best for her little ones. 

This gunner brute knew the young must be hiding 
near, so looked about to find them. But no one 
moved or peeped. He saw not one, but as he tramped 
about, with heedless, hateful feet, he crossed and 
crossed again their hiding place, and more than one 
of the silent little sufferers he trampled to death, and 
neither knew nor cared. 



The Paragraph, 99 

Redruff had taken the yellow brute away off down- 
stream, and now returned to where he left his mate. 

The murderer had gone, taking her remains to be 
thrown to the dog. Redruff sought about and found 
the bloody spot with feathers — Brownie's feathers, — 
scattered around, and now he knew the meaning of 
that shot. 

Expand the following topic sentence into a paragraph by 
describing the central thought : 

There is a river running through my uncle's farm. 

How lovely the bay was last night with the moon- 
light shining upon it ! 

Yesterday 1 went to the circus. 

Saturday Mead and I rowed over to North Island. 

The Chinaman who brings our clothes is — 

The sun was just peeping over the hills as — 

Have you seen the old scissors grinder ? 

The boat floated down past a little wooded island. 

The view from this window is beautiful. 

The word Christmas suggests to me — 

The word Thanksgiving suggests to me — 

The words Fourth of July suggest to me — 

My dog is a knowing fellow. 

Our sitting-room is " the pleasantest room in the 
house. 

Basket ball is a game that — 



ioo Lessons in La?iguage Work. 

Football is a favorite college game. 
Our schoolroom is very homelike. 
We boys have a new tennis court. 

Expand the following topic sentences by narrating some 
incident relating to the topic : 

The finest thing I ever knew a boy to do — 
I had an accident with my wheel this morning. 
Something funny happened at school to-day. 
This summer we went camping. 
I think you would enjoy hearing something about 
the concert. 

The clown did something very funny at the circus. 
A horse is a very knowing animal. 
We boys had fun last night. 
We boys had an accident yesterday. 
I had to keep house last week while mother was 
away. 

I earned twenty-five cents yesterday. 
Mamma says that when she was a little girl — 
Last night we girls had a fine time playing cha- 
rades. 

The finest man I ever knew. 

The largest house I ever saw. 

Did you ever see men harvesting wheat ? 

My father gave me a new knife. 

Last Saturday father and I went fishing. 



The Paragraph. 101 

My grandma knows how to treat boys. 

Mother gave me a beautiful doll. 

I am going to tell you about my pet. 

Did you ever watch an old mother monkey play 
with a baby. monkey ? 

The clouds last night were beautiful. 

This morning, as I was coming to school, I saw an 
army of ants — 

Our house is a very lonely place when mother 
goes away. 

I like to watch mother make cake. 

Our baby is very cunning. 

Do you know the man who keeps our corner 
grocery ? 

Did you ever watch an old hen with a brood of 
young chickens ? 

A horse is a fine animal. 

My idea of a gentlemanly boy is, — 

I think she is the brightest girl in the class, but — 

Nearly every boy means to be a gentleman, but — 

Last night I saw a beautiful picture. 



CHAPTER XI. 

WRITTEN COMPOSITION. 

The reading lesson may be the basis of composition, also 
the Science Lesson and the History Lesson. 

Using the Science Lesson as the basis : 

Write a story about a little boy who would not work. His 
godmother sends him abroad, and tells him he may have power 
to talk to the plant world, and he may learn of them their 
habits. When he finds one who does nothing, he may be idle 
too. Let him visit the violet, eschscholtzia (California poppy), 
the bean, corn, and describe their mode of growth. Illustrate 
by drawings. 

Write the biography of a spider, having the spider tell all 
you know of his organs, his habits and his use. 

Write the biography of the grasshopper ; of the butterfly. 
Illustrate by drawings. 

Using History as a basis : 

Write from Coffin's "Boys of '76," the story of the Battle 
of Bunker Hill. 

Tell " Grandmother's Story."— Holmes. 

Tell the story of " Paul Revere' s Ride.' ' — Longfellow. 

Tell the story of "A Man Without a Country ."—Hale. 

Tell what you know about the life of Washington. 

Tell what you know about the life of Lincoln. 

Emerson said of Lincoln : 
" His heart is as large as the world, 
But in it there is no room for the memory of a 
wrong.'' 

What do you think of these lines as a tribute to Lincoln's 
character ? 

102 



Written Composition. 103 

DEVELOPMENT. 

Exercise for Developing the Imagination. 
Note to Teacher. 
(Have pupils tell similar stories. Lead them to give life to 
the flowers by giving them a language. Cultivate tenderness 
by imaginary talks with the birds and insects.) 

CHRISTINE BRAIBRY. 

The beautiful dolly who comes from Tentoleena Land, 
bringing a strange letter. 

THE LETTER. 

This little dolly's name is Christine Braibry. She 
was born in Tentoleena Land, where lilies and red 
roses grow in the air, and humming birds and butter- 
flies on stalks. 

You must be kind to Christine, for everything 
about her in your land will be very strange to her. 
If she seems to stare in a bewildered way, and will 
not answer when you ask her why, you must know 
that she is simply dazed with the wonders that she 
sees on every hand. It will doubtless be a long, 
long while before Christine will cease to marvel at 
the sunshine of your strange country, for in Tento- 
leena Land there is never any shine, but moon- 
shine, and sometimes that gets so muddled up with 
shade it soils the eyesight to gaze at it overmuch. 

It will be trying, in your land, for Christine to 



104 Lessons in Language Work. 

keep silent all the time, for in your country dollies 
cannot walk and talk at all perfectly, because they 
only think they are dreaming all the time, and they 
dare not speak for fear their voices will awaken them, 
and they dare not move for fear of falling out of bed. 
So, you see, you should be very kind indeed to little 
Christine Braibry. 

In Tentoleena Land the dollies do not sleep long — 
they are always the first ones up at moon-dawn, for 
moon-dawn is the dollies' morning. Then they 
go out in the fragrant grasses, where the big, 
ripe dewdrops grow — much nicer, purer dew than 
yours on earth, for in Tentoleena Land they gather 
it before it has been skimmed, and all the pearly 
cream that gathers on the surface of the drops they 
stir up with the rest and bathe in that ; and this is 
why the dollies always have such delicate com- 
plexions. Then, when the baths are over, they dress 
themselves, and waken up their parents, and dress 
them — for in Tentoleena Land the parents are the 
children. Is not that odd ? 

Some time Christine may get used to your strange 
land and all the wonders that she sees ; and if she 
ever does, and smiles at you, and pulls your face 
down close to hers and kisses you, why that will be 
the sign by which you'll know she's coming to again 



Written Composition, 105 

and wants to talk ; and so the first thing you must 
ask of her to sing this little song she made of 
Tentoleena Land. Only the words of it can be given 
here (not half the beauty of the dainty song), for 
when you hear it, in the marvelously faint, and low, 
and sweet, and tender, tinkling tongue of Tentoleena 
Land you will indeed be glad that the gracious fairy 
Fortune ever sent you Christine Braibry. 

So, since all the sounds in the melodious utterance 
of Tentoleena Land are so exquisitely — so chastely, 
rarely beautiful no earthly art may hope to reproduce 
them, you must, as you here read the words, just 
shut your eyes and fancy that you hear little 
Christine Braibry singing the eerie song of hers : 

CHRISTINE'S SONG. 

Up in Tentoleena Land — 

Tentoleena ! Tentoleena ! 
All the Dollies, hand in hand, 

Mina, Wainie, and Serena, 
Dance the fairy fancy dances, 
With glad songs and starry glances, 
Lisping roundelays ; and, after, 
Bird-like interludes of laughter 
Strewn and scattered o'er the lawn 
Their gilt sandals twinkle on 



106 Lessons in Language Work, 

Through light mists of silver sand — 

Up in Tentoleena Land. 
Up in Tentoleena Land — 

Tentoleena ! Tentoleena ! 
Blares the eerie Elfin band — 

Trumpet, harp and concertina — 
Larkspur bugle-honeysuckle 
Cornet, with a quickstep chuckle 
In its golden throat ; and, maybe, 
Lilies-of-the-valley they be 
Baby-silver-bells that chime 
Musically all the time, 
Tossed about from hand to hand — 

Up in Tentoleena Land. 
Up in Tentoleena Land — 

Tentoleena ! Tentoleena I 
Dollies dark, and blond and bland — 

Sweet as muskrose or verbena — 

Sweet as moon-blown daffodillies, 

Or wave-jostled water lilies 

Yearning toward the rose mouths, ready 

Leaning o'er the river's eddy, — 

Dance, and glancing fling to you, 

Through these lines you listen to, 

Kisses blown from lip and hand 

Out of Tentoleena Land. 

—James W. Rhey. 



Written Composition. 107 

Write the stories and illustrate. 

1. High diddle, diddle, the cat and the fiddle, 
The cow jumped over the moon ; 

The little dog laughed to see such sport, 
And the dish ran away with the spoon. 

2. Jack and Jill 
Went up the hill 

To draw a pail of water ; 

Jack fell down, and broke his crown, 

And Jill came tumbling after. 

3. Hark! Hark! the dogs do bark, 
The beggars are coming to town, 
Some in tags, some in rags, 
And some in velvet gowns. 

Describe Mother Goose and her family, Jack Horner, Sam 
Slick, Jack-be-Nimble, and all the others you can remember. 

4. Mabel's mother gave her ten cents for washing 
the dishes. 

Write a story telling what Mabel did with the money. 

5. One Saturday Robin's mother told him she 
would give him twenty-five cents if he would clean 
up the back yard, and that when he had finished he 
might have the rest of the day for a holiday. 

Tell what Robin did with his money, and how he spent the 
day. 



108 Lessons in Language Work. 

REPRODUCTION. 
(Arranged from Stickney's Reader.) 

Harry's aunt made him a present of two doves. 
Harry was delighted, and soon had a pretty little 
house built for them. 

Harry's mother and father insisted that he must 
not neglect them, and that he must see that his birds 
were given food and water. 

At first, Harry attended to the birds regularly, but 
after a time he became careless of their comfort, 
and, unless his mother reminded him continually, 
neglected them. 

One day Harry's mother gave him five cents, and 
told him to buy some seed for his doves, they were 
hungry and must be fed. Harry started off down 
street, intending to buy seed, and return and feed the 
doves ; but on the way he met some boys and joined 
them in a game of marbles. Playing for " keeps," he 
lost ten marbles, and, as he did not have them, he 
took the five cents and bought the marbles. 

That night, when Harry returned, he found that 
one of his doves had died from neglect, and his 
mother had given the other to Jimmy Brown, a 
neighbor boy, who was always kind to animals. 

What do you think about Harry ? Do you think Harry's 
mother did right to give his dove away without consulting 
him ? Give reasons for your opinion. 



Written Composition, 109 

THK SINGING LESSON. 

A nightingale made a mistake. 
She sang a few notes out of tune. 
Her heart was ready to break, 
And she hid away from the moon ; 
And wrung her claws, poor thing ! 
But was far too proud to speak. 
She tucked her head under her wing, 
And pretended to be asleep. 

A lark, arm in arm with a thrush, 
Came sauntering up to the place. 
The nightingale felt herself blush, 
Though feathers hid her face. 
She knew they had heard her song ; 
She felt them snicker and sneer ; 
She thought that life was too long, 
And wished she could skip a year. 

" O nightingale I" cooed a dove ; 
" O nightingale ! what is the use? 

You bird of beauty and love, 

Why behave like a goose ! 

Don't sulk away from our sight 

Like a common contemptible fowl. 

You bird of joy and delight, 

Why behave like an owl ? 



HO Lessons in Language Work. 

" Only think of all you have done ; 
Only think of all you can do — 
A false note is only fun 
From such a bird as you ! 
Lift up your proud little crest, 
Open your musical beak, 
Other birds have to do their best ; 
You need only to speak !" 

The nightingale shyly took 
Her head from under her v/ing, 
And, giving the dove a look, 
Straightway began to sing. 
There was never a bird that could pass ; 
The night was divinely calm, 
And the people stood on the grass 
To hear that wonderful psalm ! 

The nightingale did not care, 

She only sang to the skies. 

Her song ascended there, 

And there she fixed her eyes. 

The people that stood below 

She knew but little about, 

And this tale has a moral, I know, 

If you'll try and find it out. 

—Jean Ingelow. 



Written Composition. in 

Write the story. 

What do you think of the nightingale for grieving 
so over her mistake ? Do you think there are better 
ways of showing sorrow over mistakes than by 
grieving over them ? What is the best thing to do ? 
Do you think that all the other birds were laugh- 
ing at her, as she supposed, or did she just imagine 
it ? What do you think of a bird that thinks that 
all the other birds are laughing at her mistakes ? 
What do you think of the dove that comforted her — 
of her advice ? What made the nightingale's song 
so much more beautiful when she sang again ? Has 
the story any lesson for us ? 

REPRODUCTION. 

Make outline and write the story. 

WHAT THE MOON SAW. 

It was in a little town ; I saw it last year, but that 
is no matter, I saw it so clearly. I read about it 
to-night in a paper, but that was not at all clear. 

Down in an inn there sat a man v/ho leads the 
dancing bear about. He was eating his supper, and 
the bear was tied outside behind the woodpile. Poor 
bear ! he never did any harm, though he was so fierce 
to look at. 

Up in the attic three small children were playing 
about in my bright light. The eldest was just six 



ii2 Lessons in Language Work. 

years old. Crack I crack ! it came up the stairs. 
Who could it be ? 

The door flew open — it was the bear, the big, 
shaggy bear. He was tired of staying down there in 
the yard, and now found his way upstairs. "I saw 
it all," said the moon. 

The children were so scared by the big, shaggy 
beast, they crept each into a corner. The bear found 
them all three, and pushed at them with his nose, 
but he did not hurt them. 

He must be a big dog, they thought, and so they 
stroked him. He lay down on the floor. The smallest 
child rolled over him and hid his curly head in the 
bear's thick, black fur. 

Then the eldest boy took his drum and beat it, 
bang ! bang ! 

Up jumped the bear upon his hind legs, and began 
to dance — that was fun ! Each boy took his gun. 
The bear must have one too, and he held it tight as 
a soldier holds his. There's a comrade for you, my 
lads ! Away they marched. 

The door opened all at once, and the mother of the 
children came in. You should have seen her ! She 
could not speak, she was in such terror. Her cheeks 
were as white as a sheet, and her eyes were fixed 
with horror. But the youngest boy laughed and 
nodded and cried, 



Written Composition. 113 

" Mamma, we are playing soldier." 

At that moment, the master of the bear came 

quickly in. 

— Hans Andersen. 

REPRODUCTION. 

From outline write the story. 

WHAT THE MOON SAW. 

Second evening — It was but yesterday night (said 
the Moon) that I peeped into a small courtyard, in- 
closed by houses. There was a hen with eleven chick- 
ens. A pretty little girl was skipping about. The 
hen clucked, and, affrighted, spread out her wings 
over her little ones. Then came the maiden's father 
and chid the child ; and I passed on, without think- 
ing more of it at the moment. 

This evening — But a few minutes ago I again 
peeped into the same yard. All was silent, but 
soon the little maiden came. She crept cautiously 
to the henhouse, lifted the latch, and stole gently up 
to the hen and the chickens. The hen clucked 
aloud, and they all ran fluttering about. The little 
girl ran after them. I saw it plainly, for I peeped in 
through a chink in the wall. I was vexed with the 
naughty child, and was glad that the father came 
and scolded her still more than yesterday, and seized 
her by the arm. She bent her head back ; big tears 



H4 Lessons in Language Work. 

stood in her blue eyes. u What are you doing here ?" 

he asked. She wept. " I wanted to go in and kiss 

the hen and beg her to forgive me for yesterday, 

but I could not tell it to you." And the father kissed 

the brow of the innocent child, but I kissed her eyes 

and lips. 

—Andersen. 

REPRODUCTION. 

From outline write the story. 

WHAT THE MOON SAW. 

Sixteenth evening — Hear what the Moon related 
to me next. Often have I seen young officers, 
parading for the first time in their splendid uniforms. 
I have seen maidens in their ball-dresses. The hand- 
some bride of a prince arrayed in her festal attire ; 
but no joy to be compared to that which I witnessed 
last evening in a child, a little girl four years of age. 
She had received a present of a new little blue frock 
and a new rose-colored bonnet. The finery was 
already put on, and all present called out for candles, 
for the light of the moonbeams that shone in at the 
window was far too little. " Light ! light ! " and the 
arms anxiously stretched out from the frock, with the 
fingers wide apart from each other ; and, Oh, how her 
eyes and every feature beamed with joy ! 

" To-morrow you shall go out," said her mother. 
And the little girl looked up at her bonnet, then 



Written Composition. 115 

down at her frock, and smiled with rapture. 

" Mother/' said she, " what will the dogs think when 

they see me in my smart dress ? " 

— Andersen. 

REPRODUCTION. 
SONGS OF SEVEN. 
There's no dew left on the daisies and clover, 
There's no rain left in heaven ; 
I've said my " seven times " over and over, 
Seven times one are seven. 
I am old — so old, I can write a letter; 
My birthday lessons are done ; 
The lambs play always, they know no better; 
They are only one times one. 

moon ! in the night I have seen you sailing 
And shining so round and low ; 

You were bright! ah, bright! but your light is failing, 
You are nothing now but a bow. 

You moon, have you done something wrong in heaven 
That God has hidden your face ? 

1 hope if you have you will soon be forgiven, 
And shine again in your place. 

O velvet bee, you're a dusty fellow, 
You've powdered your legs with gold ! 
O brave marsh marybuds, rich and yellow, 
Give me your money to hold ! 



n6 Lesso?is in Language Work. 

O columbine, open your folded wrapper, 
Where two twin turtle-doves dwell ! 

cuckoopint, toll me the purple clapper 
That hangs in your clear, green bell ! 

And show me your nest with the young ones in it ; 

1 will not steal them away. 

I am old ! you may trust me, linnet, linnet, — 

I am seven times one to-day. 

—Jean Ingklow. 

Write the story. 

How did the little girl feel about this birthday ? Describe 
your own birthday when you were seven years old. Were you 
happy to be so old ? Could you write a letter at that time ? 
Why was there no dew on the daisies ? Why was the moon 
failing ? 

HOME AND FIRESIDE. 
Write the story in prose. 

The patter of feet was on the stair, 
As the editor turned in his sanctum chair, 
And said — for weary the day had been, — 
" Don't let another intruder in." 

But scarce had he uttered the words before 
A face peered in at the half-closed door, 
And a child sobbed out — " Sir, mother said 
I should come and tell you that Dan is dead." 



Writteyi Composition. 117 

" And pray who is Dan ? " The streaming eyes 
Look questioning up, with a strange surprise; 
li Not know him ? Why, sir, all day he sold 
The papers you print, through wet and cold. 

11 The newsboys say they could not tell 
The reason his stock went off so well ; 
I knew ! With his voice so sweet and low, 
Could anyone bear to say him ( No ? ' 

"And the money he made, whatever it be, 
He carried straight home to mother and me. 
No matter about his rags, he said, 
If only he kept us clothed and fed. 

"And he did it, sir, trudging through rain and cold, 
Nor stopped till the last of his sheets was sold ; 
But he's dead — he's dead ! and we miss him so ! 
And mother — she thought you might want to know." 

In the paper next morning, as " leader," ran 

A paragraph thus — " The newsboy, Dan, 

One of God's little heroes, who 

Did nobly the duty he had to do, 

For mother and sister, earning bread, 

By patient endurance and toil — is dead." 

— Margaret J. Preston. 



n8 Lesso?is in Language Work. 

REPRODUCTION. 

From outline tell the story. 

ENOCH ARDEN. 

Long lines of cliff breaking have left a chasm ; 

And in the chasm are foam and yellow sands ; 

Beyond, red roofs about a narrow wharf 

In cluster ; then a moulder'd church ; and higher 

A long street climbs to one tall-tower'd mill ; 

And high in heaven behind it a gray down 

With Danish barrows ; and a hazel wood, 

By autumn nutters haunted, flourishes 

Green in a cup like hollow of the down. 

Here on this beach a hundred years ago, 

Three children of three houses, Annie Lee, 

The prettiest little damsel in the port, 

And Philip Ray, the miller's only son, 

And Enoch Arden, a rough sailor's lad 

Made orphan by a winter shipwreck, play'd 

Among the waste and lumber of the shore, 

Hard coils of cordage, swarthy fishing nets, 

Anchors of rusty fluke, and boats updrawn ; 

And built their castles of dissolving sand 

To watch them overflowed, or, following up 

And flying the white breaker, daily left 

The little footprint, daily wash'd away. 

— Tennyson. 



Writte?i Composition. 119 

REPRODUCTION. 
THE RIDE FROM GHENT TO AIX. 

I sprang to the stirrup, and Joris, and he ; 
I galloped, Dirck galloped, we galloped all three ; 
u Good-speed ! " cried the watch, as the gate-bolts 
undrew ; 
" Speed !" echoed the wall to us galloping through; 
Behind shut the postern, the lights sank to rest, 
And into the midnight we galloped abreast. 

Not a word to each other; we kept the great pace 
Neck by neck, stride by stride, never changing our 

place ; 
I turned in my saddle and made its girths tight, 
Then shortened each stirrup, and set the pique right, 
Rebuckled the cheek-strap, chained slacker the bit, 
Nor galloped less steadily Roland a whit. 

1 Twas moonset at starting ; but, while we drew near 
Lokeren, the cocks crew, and twilight dawned clear; 
At Boom a great yellow star came out to see ; 
At Duffel 'twas morning as plain as could be ; 
And from Mecheln church-steeple we heard the half- 
chime, 
So Joris broke silence with, "Yet there is time!" 



120 Lessons in La?iguage Work. 

At Aerschot, up leaped of a sudden the sun, 
And against him the cattle stood black every one, 
To stare through the mist at us galloping past ; 
And I saw my stout galloper, Roland, at last, 
With resolute shoulders, each butting away 
The haze, as some bluff river headland its spray. 

And his low head and crest, just one sharp ear bent 

back 
For my voice, and the other bent out on his track 
And one eye's black intelligence — ever that glance 
O'er its white edge at me, his own master, askance ! 
And the thick heavy spume-flakes which aye and 

anon 
His fierce lips shook upward in galloping on. 

By Hasselt, Dirck groaned ; and cried Joris, " Stay 

spur! 
Your Roos galloped bravely, the fault's not in her, 
We'll remember at Aix" — for one heard the quick 

wheeze 
Of her chest, saw the stretched neck and staggering 

knees, 
And sunk tail, and horrible heave of the flank, 
As down on her haunches she shuddered and sank. 

So we were left galloping, Joris and I, 

Past Looz and past Tongres, no cloud in the sky ; 

The broad sun above laughed a pitiless laugh ; 



Written Composition. 121 

1 Neath our feet broke the brittle bright stubble like 

chaff, 
Till over by Dalhem a dome-spire sprang white, 
And u Gallop,'' gasped Joris, " for Aix is in sight ! " 

" How they'll greet us ! " — and all in a moment his 

roan 
Rolled neck and croup over, lay dead as a stone ; 
And there was my Roland to bear the whole weight 
Of the news which alone could save Aix from her 

fate, 
With his nostrils like pits full of blood to the brim, 
And with circle of red for each eye-socket's rim. 

Then I cast loose my buff coat, each holster let fall, 
Shook off both my jack-boots, let go belt and all ; 
Stood up in the stirrup, leaned, patted his ear, 
Called my Roland his pet name, my horse without 

peer, 
Clapped my hands, laughed and sang, any noise, bad 

or good, 
Till at length into Aix Roland galloped and stood. 

And all I remember is friends flocking round, 

As I sat with his head 'twixt my knees on the 

ground ; 
And no voice but was praising this Roland of mine, 



122 Lesso?is in Language Work. 

As I poured down his throat our last measure of 

wine, 

Which (the burgesses voted by common consent) 

Was no more than his due who brought 

Good news from Ghent. 

— Robert Browning. 

DEVELOPMENT. 
I. 

From this outline build the story. 

Four bluish eggs all in the moss ; 

Soft-lined home on the cherry bough. 
Life is trouble, and love is loss — 

There's only one robin now. 

— T. B. Aldrich. 

DEVELOPMENT. 

II. 

FABLE. 

A certain bird in a certain wood, 
Feeling the springtime warm and good, 
Sang to it in melodious mood. 
On other neighboring branches stood 
Other birds, who heard his song. 
Loudly he sang, and clear and strong; 
Sweetly he sang, and it stirred their gall 
There should be a voice so musical. 



Written Composition. 12 



o 



They said to themselves : " We must stop that bird > 

He's the sweetest voice was ever heard. 

That rich, deep, chest note, crystal clear, 

Is a mortifying thing to hear. 

We have sharper beaks and hardier wings, 

Yet we but croak ; this fellow sings I" 

So they planned and planned, and killed the bird 

With the sweetest voice was ever heard. 

— T. B. Al,DRICH. 

What lesson would you draw from this story that might be 
applied to human life ? 



QUOTATIONS FOR EXPANSION. 

Expand — L,esson 1. 

One by one thy duties wait thee ; 
Let thy whole strength go to each. 
Let no future dream elate thee, 
Learn thou first what these can teach. 

Lesson 2. 
The heights by great men reached and kept, 
Were not attained by sudden flight ; 
But they, while their companions slept, 
Were toiling upward in the night. 



124 Lessons in Language Work. 

Lesson 3. 

I hold these things to be grandly true, 
That a noble deed is a step toward God, 
Lifting the soul from the common sod 
To a clearer air, and a broader view. 

Lesson 4. 

Boys flying kites haul in their white-wing'd birds ; 
But you can't do that when you're flying words. 

Lesson 5. 

You have but a lifetime in which to make a man. 
Take care of to-day. 



CHAPTER XII. 

COMPOSITION— CONTINUED. 

STORY FOR REPRODUCTION. 
Sixth Grade. 

THE SLEEPING BEAUTY. 

From Grimm^s Fairy Tales. 

Chapter I. 

In times past there lived a king and queen, who 
said to each other every day of their lives, " Would 
that we had a child!" and yet they had none. But 
it happened once that, when the queen was bathing, 
there came a frog out of the water, and he squatted 
on the ground and said to her : 

"Thy wish shall be fulfilled before a year has 
gone by. Thou shalt bring a daughter into the 
world." 

And, as the frog foretold, so it happened, and the 
queen bore a daughter so beautiful that the king 
could not contain himself for joy, and he ordained a 
great feast. Not only did he bid to it his relations, 
friends and acquaintances, but also the wise women, 
that they might be kind and favorable to the child. 
There were thirteen of them in his kingdom, but, as 
he had only provided twelve golden plates for them 
to eat from, one of them had to be left out. How- 

125 



126 Lessons in Language Work. 

ever, the feast was celebrated with all splendor; 
and, as it drew to an end, the wise women stood for- 
ward to present to the child their wonderfnl gifts. 
One bestowed virtue, one beauty, a third riches, and 
so on — whatever there is in the world to wish for. 
And, when eleven of them had said their say, in came 
the uninvited thirteenth, burning to revenge herself, 
and, without greeting or respect, she cried with a 
loud voice : 

" In the fifteenth year of her age the princess shall 
prick herself with a spindle and shall fall down 
dead." 

And, without speaking one more word, she turned 
away and left the hall. Every one was terrified at 
her saying, when the twelfth came forward, for she 
had not yet bestowed her gift, and, though she could 
not do away with the evil prophecy, yet she could 
soften it, so she said : 

"The princess shall not die, but fall into a deep 
sleep for a hundred years. " 

SLEEPING BEAUTY. 

Write the story from the outline. 

Introduction : 

The wish of the king and queen. 
The frog and his promise. 



Written Composition. 127 

Body : 

The birth of the daughter. 

The joy of the king. How he celebrated it. 

The wise women. How many were invited ? 

The gifts of the wise women. 

The revenge of the uninvited guest. 

The effect of the prophecy. 

How the prophecy was changed. 

Paraphrase or write story in prose, using this poem as a 
theme. 

SLEEPING BEAUTY. 
Tennyson. 

Roof-haunting martins warm their eggs 

In these, in those the life is stay'd. 
The mantles from the golden pegs 

Droop sleepily ; no sound is made, 
Not even of a gnat that sings. 

More like a picture seemeth all 
Than those old portraits of old kings 

That watch the sleepers from the wall. 

Here sits the butler with a flask 

Between his knees, half drain'd , and there 

The wrinkled steward at his task ; 
The maid of honor blooming fair ; 

The page has caught her hand in his : 
Her lips are sever'd as to speak, 



128 Lessons in Language Work. 

His own are pouted to a kiss : 

The blush is fix'd upon her cheek. 

Till all the hundred summers pass, 

The beams, that thro' the oriel shine, 
Make prisms in every carven glass, 

And beaker filled with noble wine. 
Each baron at the banquet sleeps, 

Grave faces gathered in a ring ; 
His state the king reposing keeps. 

He must have been a jovial king. 

All round a hedge upshoots, and shows 

At distance like a little wood ; 
Thorns, ivies, woodbine, mistletoes, 

And grapes with bunches red as blood ; 
All creeping plants, a wall of green, 

Close-matted burr and brake and brier, 
And glimpsing over these, just seen, 

High up, the topmost palace spire. 

Chapter II. 

Now the king, being desirous of saving his child 
even from this misfortune, gave commandment that 
all the spindles in his kingdom should be burnt up. 

The maiden grew up adorned with all the gifts of 
the wise women, and she was so lovely, modest, 



Written Composition. 129 

sweet, and kind and clever, that no one who saw her 
could help loving her. 

It happened one day, she being fifteen years old, 
that the king and queen rode abroad, and the maiden 
was left behind alone in the castle. She wandered 
about into all the nooks and corners, and into all the 
chambers and parlors, as the fancy took her, till at 
last she came to an old tower. She climbed the 
narrow winding stair which led to a little door, with 
a rusty key sticking out of the lock ; she turned the 
key, and the door opened, and there in the little room 
sat an old woman with a spindle, diligently spinning 
her flax. 

" Good day, mother," said the princess, " what are 
you doing? " 

" I am spinning," answered the old woman, nod- 
ding her head. 

" What thing is that that twists round so briskly ?" 
asked the maiden, and taking the spindle into her 
hand she began to spin, but no sooner had she 
touched it than the evil prophecy was fulfilled, and 
she pricked her finger with it. In that very moment 
she fell back upon the bed that stood there, and lay 
in a deep sleep. And this sleep fell upon the whole 
castle; the king and queen, who had returned and 
were in the great hall, fell fast asleep, and with them 



130 Lessons in La?iguage Work % 

the whole court. The horses in their stalls, the dogs 
in the yard, the pigeons on the roof, the flies on the 
wall, the very fire that flickered on the hearth, 
became still, and slept like the rest ; and the meat on 
the spit ceased roasting, and the cook, who was going 
to pull the scullion's hair, for some mistake he had 
made, let him go, and went to sleep. And the wind 
ceased, and not a leaf fell from the trees about the 
castle. 

Then round about that place there grew a hedge 
of thorns thicker every year, until at last the whole 
castle was hidden from view, and nothing of it could 
be seen but the vane on the roof. And a rumor went 
abroad in all that country of the beautiful sleeping 
Rosamond, for so was the princess called; and from 
time to time many kings' sons came and tried to force 
their way through the hedge; but it was impossible for 
them to do so, for the thorns held fast together dike 
strong hands, and the young men were caught by 
them, and, not being able to get free, there died a 
lamentable death. 

STORY FROM OUTLINE— CONTINUED. 

Body — continued : 

The king's command. 

Description of the girl. 

The king and queen take a journey. 



Written Composition. 131 

How did the girl occupy herself while they were awa)' ? 

What did she find ? 

What did she do ? 

The result. 

The prophecy fulfilled. 

The rumor and the attempt to enter the palace. 

From the poem as outlined, tell the story. 

Story III. 

THE SLEEPING BEAUTY. 

Chapter II. 

Year after year unto her feet, 

She lying on her couch alone, 
Across the purpled coverlet, 

The maiden's jet black hair has grown, 
On either side her tranced form 

Forth streaming from a braid of pearl : 
The slumbers light is rich and warm. 

And moves not on the rounded curl. 

The silk star-broider'd coverlid 

Unto her limbs itself doth mold 
Languidly ever ; and, amid 

Her full black ringlets downward roll'd, 
Glows forth each softly shadow'd arm 

With bracelets of the diamond bright : 
Her constant beauty doth inform 

Stillness with love, and day with light. 



132 Lessons in Language Work. 

She sleeps, her breathings are not heard 

In palace chambers far apart. 
The fragrant tresses are not stirr'd 

That lie upon her charm'd heart. 
She sleeps : on either hand ups wells 

The gold-fringed pillow lightly prest : 
She sleeps, nor dreams, but ever dwells 

A perfect form in perfect rest. 

Chapter III. 

Many long years afterward there came a king's 
son into that country, and heard an old man tell how 
there should be a castle standing behind a hedge of 
thorns, and that there a beautiful enchanted princess 
named Rosamond had slept for a hundred years, and 
with her the king and queen and the whole court. 
The old man had been told by his grandfather that 
many kings' sons had sought to pass the thorn hedge, 
but had been caught and pierced by the thorns, and 
had died a miserable death. Then said the young 
man, 

" Nevertheless, I do not fear to try, I shall win 
through, and see the lovely Rosamond." 

The good old man tried to dissuade him, but he 
would not listen to his words. 



Written Composition. 133 

For now the hundred years were at an end, and the 
day had come when Rosamond should be awakened. 
When the prince drew near the hedge of thorns, it was 
changed into a hedge of beautiful large flowers, which 
parted and bent aside to let him pass, and then closed 
behind him in a thick hedge. When he reached the 
castle yard, he saw the horses and brindled hunting 
dogs lying asleep, and on the roof the pigeons were 
sitting with their heads under their wings. When 
he came indoors, the flies on the walls were asleep, 
the cook in the kitchen had his hand uplifted to strike 
the scullion, and the kitchen maid had the black 
fowl on her lap ready to pluck. Then he mounted 
higher, and saw in the hall the whole court lying 
asleep, and above them, on their thrones, slept the 
king and queen. And still he went farther, and all 
was so quiet that he could hear his own breathing, 
and at last he came to the tower, and went up the 
winding stair, and opened the door of the little room 
where Rosamond lay. And, when he saw her looking 
so lovely in her sleep, he could not turn away his 
eyes, and presently he stooped and kissed her, and 
she awaked, and opened her eyes, and looked very 
kindly on him. And she rose, and they went forth 
together, and the king and queen and whole court 
waked up and gazed on each other with great eyes of 
wonderment. And the horses in the yard got up and 



134 Lessons in Language Work, 

shook themselves, the hounds sprang up and wagged 
their tails, the pigeons on the roof drew their heads 
from under their wings, looked around, and flew into 
the field, the flies on the wall crept on a little farther, 
the kitchen fire leapt up and blazed, and cooked the 
meat, the joint on the spit began to roast, the cook 
gave the scullion such a box on the ear that he 
roared out, and the maid went on plucking the fowl. 

Then the wedding of the prince and Rosamond was 
held with all splendor, and they lived very happily 
together until the end of their lives. 

From continued outline, write Chapter III. 

SLEEPING BEAUTY. 
OUTLINE. 

Body — concluded : 

A king's son hears the story of the Sleeping Beauty. 

The determination of the prince. 

The peasant's attempt to dissuade him. 

His failure. 

The time of the prophecy fulfilled. 

The appearance of the hedge. 

The condition of the court of the palace. 

The condition inside the palace. 

The prince goes to the tower. 

Conclusion : 
The kiss. 
The result. 



Written Composition, 135 

From the poem as outlined, tell the story. 

THE SLEEPING BEAUTY. 
Chapter III. 

A touch, a kiss ! the charm is snapt. 

There rose a noise of striking clocks, 
And feet that ran and doors that clapt, 

And barking dogs, and crowing cocks ; 
A fuller light illumined all, 

A breeze thro' all the garden swept, 
A sudden hubbub shook the hall, 

And sixty feet the fountain leapt. 

The hedge broke in, the banner blew, 

The butler drank, the steward scrawl'd, 
The fire shot up, the martin flew, 

The parrot scream'd, the peacock squall'd ; 
The maid and page renew'd their strife, 

The palace bang'd, and buzz'd and clackt, 
And all the long-pent stream of life 

Dash'd downward in a cataract. 

And last with these the king awoke, 
And in his chair, himself uprear'd, 

And yawn'd, and rubb'd his face and spoke, 

" By holy rood ! a royal beard ! 

How say you ? we have slept, my lords, 
My beard has grown into my lap." 

The baron swore, with many words, 
1 Twas but an after-dinner's nap. 



136 Lessons in Language Work. 

" Pardy," returned the king, " but still 

My joints are somewhat stiff or so. 
My lord, and shall we pass the bill 

I mentioned half an hour ago?" 
The chancellor, sedate and vain, 

In courteous words returned reply ; 
But dallied with his golden chain, 

And, smiling, put the question by. 

»!* *** •!» «2* *1* *£* *1* *•!• •!» »X* 

*** *T* **• •*• •*■ *l* •** •*• •** *** 

'A hundred summers ! can it be ? 

And whither goest thou, tell me where ? ' 
1 Oh seek my father's court with me, 

For there are greater wonders there.' 
And o'er the hills, and far away, 

Beyond their utmost purple rim, 
Beyond the night, across the day, 

Thro' all the world she follow'd him. 



Written Composition. 137 

STORY FOR REPRODUCTION. 

INTRODUCTION. 

Oh, that golden time of yore 

Which we reach through mystic lore, 

When gods and giants walked upon the land ! 

When wood nymph and water sprite 

Danced with glee in broad daylight, 

And the sea maids wandered out upon the sand. 

Strange old days, now long time o'er, 

How we wish they'd come once more ! 

And that gods might wander downward from the sky. 

Think of the sun in all its courses 

Drawn by Phoebus and his horses ! 

Think of horses that had wings and could fly. 

By Greek Mythology we mean the stories which tell of the 
strange beliefs that were held by the Grecian people long ago, 
when Greece was the most important country of the earth, and 
the Greeks the most intelligent people. 

You have read of some of the strange ideas the Greeks had 
of the world beyond that portion bordering the Mediterranean 
Sea, and of their strange belief in gods, and giants, and 
dragons, and all such things. To us now, who know so much 
better, it seems strange that they could have been so intelligent 
and yet so credulous ; but when we study their myths we find 
that a beautiful lesson underlies every one of them. 

I wonder if we can discover the lesson which lies in the story 
that we are now going to read and write about. It is a story 
telling what the Greeks conceived to be the history of the 
origin of man. 



138 Lessons in Language Work. 

Long, long ago, in the olden times, when there 
were no men and women, nor little girls and boys; 
when gods and giants, and fairies and brownies, and 
gorgons and sea folks were the only beings in exist- 
ence, there lived two Titans — the Titans, you know, 
were the sons of Chronus, " Old Father Time." 
These two Titans were named Prometheus and Epi- 
metheus. 

Now, it seems that Jupiter, the great god of Olym- 
pus, gave the earth to Prometheus and his brother, 
and told them that they might dwell there and pos- 
sess it as long as they broke none of the Olympian 
laws. 

The two young Titans came down from Olympus 
to their new abode and were soon settled. 

Prometheus was much more clever than his 
brother, and also more thoughtful and unselfish. In 
fact, his name means forethought (and we all know 
what an excellent characteristic that is). 

Epimetheus was bright, hopeful, enthusiastic, and 
a little inclined to be careless. His name, by the 
way, means afterthought. 

When Jupiter sent his young relatives forth to 
their new home he gave them many rare gifts, such 
as the gods bestow. 

Epimetheus soon became interested in the cultiva- 
tion of their new planet. He felt that it would seem 



Written Co?nposition. 139 

more homelike if he could see things growing ; so, 
by the aid of the gifts received from Jupiter, he en- 
thusiastically went to work to bring into existence 
trees, and herbs, and flowers. Then he conceived 
the idea of making dogs, and horses, and cows, and 
donkeys, and fish, and birds, and all the other ani- 
mals. When he had finished it all he called Prome- 
theus to inspect and admire his work. 

Prometheus looked about and concluded that 
Epimetheus had left but little for him to do. He 
quietly walked away and sat down by the seashore. 
After thinking some time, a look of inspiration and 
decision brightened his face. Going a little way up 
the cliff, he proceeded to dig some clay, then going 
down to the shore he caught some water in a shell, 
carried it back and mixed it with the clay. He rolled 
the clay round and long, and shaped it, giving it a 
head and face, arms, hands, legs and feet. He 
paused, and his brow was wrinkled in thought. Soon 
a look of deep determination came into his face, and, 
seeing Minerva gliding along in her rose-cloud 
chariot, he sent her a thought message. 

She floated down to the water's edge and stepping 
into Neptune's chariot was soon conveyed to shore. 

Prometheus said, "O beautiful blue-eyed maiden, 
Goddess of Wisdom, grant me a boon." 



140 Lessons in Language Work. 

Now Prometheus was under the special protection 
of the Goddess Minerva, as he preferred wisdom to 
all the other virtues. So Minerva was inclined to 
grant him any favor in her power, and bade him 
make his wishes known. 

Prometheus told her about his great plan ; how he 
had conceived the idea of making a being to live upon 
and govern the land ; a being who should be nobler 
than any being ever created by a god. His great 
wish was to be able to endow this being with the 
nature of the gods, and, to make this possible, he 
begged Minerva to secure for him a spark of the 
heavenly fire, that with this he might endow his 
being with the germ of eternal life. 

Impressed with his earnestness, Minerva consented 
to assist him, and again approaching the chariot, and 
giving command to the sea horses, she was soon speed- 
ing away. 

In a very short time she was back, bearing 
in her hand a torch lighted at the great fire of the 
sun. This Prometheus took, and now the most 
wonderfully interesting thing happened, — the thing 
which more closely concerns us than any other thing 
told in any other of the mythological stories. 

Prometheus touched the clay image with the fire, 
and immediately it began to breathe. It opened its 
eyes, stood up, spoke, and behold ! it became a man. 



Written Composition. 141 

And this, according to the Greek account, is the 
origin of man. 

First make an outline, then write the story. 

II. 

Jupiter was very much displeased when he dis- 
covered that Prometheus had stolen the fire of 
heaven. He realized that the germ of life-giving fire 
would in time make man a godlike creature. 

So to punish Prometheus, he made woman — 
the most perfect being ever created by the 
gods. All the gods of heaven contributed some 
charm toward the perfecting of her character. Venus 
gave her rarest gifts of beauty; Mars gave her 
strength and endurance ; Diana gave her chastity 
and sweet modesty ; Apollo illuminated her being with 
the light of heaven ; Minerva gave her wisdom ; Ceres, 
prudence and industry. Indeed the gods vied with 
each other to see which could bestow the most valu- 
able gift, and when woman was completed she was 
indeed a noble piece of work. 

She was called Pandora — the meaning of the word 
is " all gifts. 5 ' Jupiter sent her forth, in hopes that 
Prometheus in beholding her perfections and con- 
trasting her with the coarser workmanship of his own 
hands might become dissatisfied and lose his interest 
in mankind. As a parting gift Jupiter presented her 



142 Lessons in Language Work. 

with a very curious box, telling her it was not to be 
opened until her wedding morning. 

Beautiful, young Pandora started forth on her jour- 
ney to the earth in Jupiter's chariot of state, drawn 
by his fiery horses. She took with her a great many 
beautiful garments made from the fleecy clouds; 
gowns of sea shell pink and turquoise blue, sea green 
crepes woven by the mermaids; and one more beauti- 
ful than all the others — a cobweb lace, woven in rarest 
design by the hand of Minerva, sparkling with dia- 
monds from Pluto's caves. This was to be worn over 
a satin robe woven by Minerva's spinners from the 
sheeny threads of the sun's rays, embroidered with 
asphodels and hyacinths, and was to be her wedding 
gown. With all these beautiful clothes and the 
curious box, Pandora landed upon the earth. 

I have always felt that the one thing about 
Prometheus which was not to be admired was his 
reception of Pandora, his utter indifference to all her 
charms. You will find it hard to believe, when I tell 
370U that he was so absorbed with his new creatures 
that he would not interrupt his work to entertain her. 

In fact, I don't believe he realized that she was 
superior to his men creatures in the least, — you 
know there are some people who always think their 
own things are better than other people's. At any 
rate, he didn't appreciate her, and poor Pandora 



Written Composition. 143 

would have had a very lonely time of it if it had not 
been for bright, happy Epimetheus. 

He was charmed with the beautiful maiden. Indeed 
he could think of nothing else. He realized that the 
earth would be a dark, empty place if she should 
return to heaven. He could see farther than 
Prometheus this time. He saw that she was just 
what was needed to complete the new planet, and 
make it equal to the home they had left, so Pandora 
and Epimetheus were soon married. 

On the wedding morning, Pandora brought forth 
the strange box. Epimetheus tried to persuade her 
not to open it, for, like his brother, he was somewhat 
suspicious of Jupiter's gifts, but Pandora insisted. 
Some say Juno, jealous of the attention Jupiter was 
bestowing upon this new creature, slyly secreted a 
little curiosity into her gift. Be that as it may, 
Pandora was determined to open the box, and finally 
Epimetheus consented. 

The box was opened, and it would, indeed, have been 
better had she listened to the advice of Prometheus and 
Epimetheus, for the cunning and revenge of Jupiter 
were soon apparent. When the lid was removed, out 
flew a swarm of strange, stinging insects. 

They flew wildly about stinging sharply the faces, 
hands and heads of all present. And the odd, sad 
part of it was that every sting sank deep into the 



144 Lessons in Language Work. 

heart and left a tiny, bitter seed — a seed which 
blossomed and bore fruit: seeds of ill will, envy, 
selfishness, wrangling and discord, and, as you will 
suppose, ill health and all manner of diseases 
followed. 

Dear Pandora, full of sorrow and dismay, at all 
the trouble she had brought into the world, looked 
with sadness into the box which had caused all the 
misery, when, lo! she heard the sweetest, dearest 
little voice that she had ever listened to, and, looking 
more carefully into the box, she found the little 
humming bird of Hope, which nestled down in her 
bosom, and there it has been singing ever since. 

First make an outline, and then write the story. 

III. 

Just as Jupiter had planned, the seeds of grief and 
sin that were implanted in the heart of humanity 
by the stinging insects grew and spread into such a 
wilderness of discord that the fire of life was nearly 
smothered. 

Poor Prometheus grew desperate, realizing that his 
beloved people must die if the spark should expire. 
He knew that if he should again break an Olympian 
law, death, or something worse, must be the result. 
But his heart was so completely overwhelmed with 



Written Composition. 145 

the sorrows of the earth, that, regardless of the dread 
consequences, he stole up to heaven, and unobserved 
secured a new supply of fire, and returned to earth. 
But he had hardly succeeded in reanimating his 
perishing people with this new life, when Jupiter dis- 
covered his treason, and his anger knew no bounds. 

He ordered Vulcan to descend to earth and take 
Prometheus to the top of Mount Caucasus and there 
chain him to a rock. Here he was to remain year 
after year exposed to heat and cold. Not content 
with this, Jupiter sent a vulture to eat his flesh, and 
made it impossible for Prometheus to die. And for 
hundreds and hundreds of years Prometheus re- 
mained chained to the rock. 

Jupiter endeavored in all manner of ways to com- 
pel him to say that he was sorry he had stolen the fire 
and given life to humanity — sorry that he had broken 
the law of heaven. But Prometheus would never 
confess to being sorry. He seemed to think that 
such a bad law should have been broken. 

Ages and ages after, Hercules was born, and he 
was so noble, and Jupiter loved and trusted him so 
much, that he was able to intercede and make peace 
between Jupiter and Prometheus, and ever since 
heaven and earth have seemed more closely related. 



146 Lessons in Language Work. 

From outline write the story. 

What do you think of the punishment of Prometheus ? 
Was there a sufficient reason to justify his breaking a law ? 
Does anything justify the breaking of a law ? 
Is it better to do wrong, thinking you are doing right, or to 
do right with the wrong feeling in your heart ? 

OUTLINES FOR COMPOSITION WORK. 

Read Longfellow's poem of Hiawatha. 

HIAWATHA'S CHILDHOOD. 

Introduction : 

The author and the poem from which this extract is taken. 

Body: 

Nokomis. 

Her fall to earth. 

The birth of Wenonah. 

The wooing of Mudjekeewis. 

The birth of Hiawatha. 

The death of Wenonah. 

Nokomis' care and kindness to the little Hiawatha. 

Her talks with him of the Great Bear and the fireflies, of 

the birds, and beasts, and flowers. 
Hiawatha's inquiries about the moon, and about all of 

the products of nature which he sees while sitting at 

the door of the wigwam, or swinging in his cradle 

among the branches. 
Hiawatha's first hunt, and the ridicule of the squirrels. 
The shooting of the red deer. 
Hiawatha's exaltation. 
His triumphS||fhe feast. 



Written Composition. 147 

Conclusion : 

Your impression of the story. 

Write from outlines and illustrate by drawings other stories 
from Hiawatha. When the story is finished, write it as a 
whole. 

THE DANDEUON. 

Introduction : 

Longfellow's manner of telling the story of the dande- 
lion. 
Body : 

Shawondasee. 

Where he dwelt. 

What he saw one day while looking toward the north. 

The appearance of the maiden. 

How he proceeded to act. 

His one great sorrow. 
Conclusion : 

The lesson of the story. 

PIED PIPER OF HAMEUN. 

Read the story of Browning's "Pied Piper,' ' and from the 
outline write the story, and illustrate by drawing the pictures. 

Introduction : 

The author and the subject of his story. 

Body: 

The town infested by rats. 

The mischief they did. 

The people gathered in council. 

The Piper. 

His appearance. 

The Piper's offer and the Mayor's promise. 



148 Lessons in Language Work, 

The playing of the Piper. 

The result. 

What happened to all the rats but one ? 

The old rat's story. 

How the Mayor kept his promise. 

The Piper pipes a sweeter note. 

How the children answered the music. 

Where the Piper led the children. 

The opening in the mountain. 

The children vanished from sight. 

Who was unable to enter the portal, and why ? 

His story. 

The feeling of the Mayor and the people. 

Conclusion : 

What did you learn from the story ? 

THE RELATION OF THE PUPII, TO HIS SCHOOL AND STATE. 

Outline. 

Introduction : 

The purpose of the public school. 

Body: 

What would be our condition if it were not for our 
schools ? 

The public school the Nation's safeguard. 

The poor boy has the same opportunity as the rich boy. 

The tax the individual pays compared to the educational 

privileges received. 
Generosity of the State in its liberal appropriations. 



Written Composition. 149 

{Buildings. 
Apparatus. 
Superintendent and teachers, 
Attitude of the child to the school 
Debt of gratitude. 
How to pay it. 
Coming to school with earnest purpose. 

f A proper class pride. 
How to make the | Self-control, 
teacher's work lighter : \ Earnest effort. 

Courtesy in school and out. 
, Manliness. 
Conclusion : 

What the State expects of us. 

Loyalty to our country ; an intelligent manhood and a 
good citizenship. 



LIST OF FAVORITE BOOKS 



American History, Stories for Children Wright 

At the Back of the North Wind George McDonald 

A Royal Red Coat Ruth Ogden 

Alice in Wonderland Lewis Carroll 

An Old Fashioned Girl Louisa M. Alcott 

Animals That I Have Known Ernest Seton Thompson 

A Singular Life E. Stuart Phelps 

Book of Golden Deeds Charlotte M. Yonge 

Boys* King Arthur T. Mallory 

Brave Little Holland W. E. Griffis 

Birds' Christmas Carol K. D. Wiggin 

Boys of Other Countries Bayard Taylor 

Ben Hur Lew Wallace 

Betty Alden J. G. Austin 

Boy Life in the U. S. Navy . . . . H. H. Clark 

Black Beauty Anna Sewell 

Beautiful Joe Marshal Saunders 

Being a Boy Chas. Dudley Warner 

Boots and Saddles Mrs. Elizabeth Custer 

Boyhood in Norway H. H. Boyeson 

Boyhood of Lincoln Butterworth 

Cadet Days Capt. C. King 

Christmas Stories Charles Dickens 

Children's Stories of American Progress Wright 

Castle Blair Shaw 

Captain Courageous R. Kipling 

Christmas Wreck F. K. Stockton 

Colonel's Opera Cloak C. C. Brush 

Captain January L. E. Richards 

Chaucer's Stories B Haweis 

Dog of Flanders La Rame* 

David Alden' s Daughter J. G. Austin 

Don Quixote • Cervantes 

150 



List of Favorite Books. 151 

Deer Slayer < J. F. Cooper 

David Harum Edward Westcott 

Donald and Dorothy M. M. Dodge 

David Copperfield Charles Dickens 

Egyptian Princess Ebers 

Fair God < Lew Wallace 

Five Little Peppers Sidney 

Gallegher R. H. Davis 

Greek Heroes Charles Kingsley 

Hannibal Abbott 

Hans Brinker Mary M. Dodge 

Hildergarde's Holiday L. E. Richards 

Hoosier School Master E. Eggleston 

Happy Boy Bjornson Bjornstjerne 

Ivanhoe Walter Scott 

Jack the Fisherman E. Stuart Phelps 

Jack Tier J. F. Cooper 

John Halifax, — Gentleman D. M. Craig 

Jackanapes J. H. Ewing 

Janice Meredith Ford 

King of the Golden River Ruskin 

King Authur D. M. Craig 

Lob-Lie-By-the-Fire J. H. Ewing 

Leather Stocking Tales J. F. Cooper 

Last of the Mohicans J. F. Cooper 

Little Lord Fauntleroy F. H. Burnett 

Little Saint Elizabeth F. H. Burnett 

Little Daughters of the Revolution Nora Perry 

Little Men Louisa Alcott 

Little Women Louisa Alcott 

Mr. Rabbit J. C. Harris 

Miss Tommy D. M. Craig 

Matka and Kotik David Starr Jordan 

Merry Adventures of Robin Hood H. Pyle 

Melody L. Richards 

Man-of-war Life C. Nordhoff 

Master of Ballantrae R. L. Stevenson 



152 Lessons in Language Work, 

My New England Girlhood Lucy Larcom 

Modern Vikings , H. H. Boyesen 

Norse Stories H. W. Mabie 

Nature Study Jackman 

Navy Blue Willis Boyd Allen 

New Arabian Nights R. L. Stevenson 

Ninety-three Victor Hugo 

Nurnberg Stove La Rame 

Old Curiosity Shop Dickens 

Otto of the Silverhand Pyle 

Piccino F. H. Burnett 

Prince and Pauper S. L. Clemens 

Prince and Peasant H. Martineau 

Polly Oliver's Problem K. D. Wiggin 

Pickwick Papers Charles Dickens 

Pendennis Thackeray 

Pioneer Stories of the Mississippi McMurry 

Personal Recollections of Joan of Arc S.L.Clemens 

Pacific History Stories Harr Wagner 

Queen Hildergarde L. B. Richards 

Queen Hildergarde's Holiday . L. B. Richards 

Robinson Crusoe De Foe 

Rab-and-His-Friends Brown 

Richard Carvel B. W. Churchill 

Story of a Short Life J. H. Bwing 

Stories for Boys R. H. Davis 

Story of Sonny Sabit S. J. Cote 

Stories of the Wagner Operas Guerber 

Sea Lions . J. F. Cooper 

Standish of Standish J. G. Austin 

Sentimental Tommy James Barrier 

Strange Stories from History B. Bggleston 

Sir Francis Drake Towle 

Sketch Book W. Irving 

Story of Patsy . K. D. Wiggin 

Sara Crew F. H. Burnett 

Sweet William M. Bouvet 



List of Favorite Books. 153 

Stories of Great Men M. S. Pratt 

Stories of the Golden Age J. Baldwin 

Story of Siegfried J. Baldwin 

Stories of the Old World A.J. Church 

Story of a Bad Boy T. B. Aldrich 

Story of the Arneid A. J. Church 

Stories from Herodotus A. J. Church 

Scottish Chiefs Jane Porter 

Two Little Pilgrims' Progress F. H. Burnett 

The Clocks of Rondaine F. R. Stockton 

Three Greek Children A. J. Fernald 

Tales of Discovery on Pacific Slope Margaret G. Hood 

The Jungle Book (Vols. 1 and 2) R. Kipling 

The Children's Crusade G. L. Gray 

The Wonder Clock , Howard Pyle 

Two Years Before the Mast R. H. Dana 

Tales of the Philippines R. Van Bergen 

Three of Us J. C. Harris 

The Howadji in Syria G. W. Curtis 

Tales Out of School F. Stockton 

Ten Boys from Long Ago to Now Jane Andrews 

The Other Wise Man H. Van Dyke 

Timothy's Quest K. D. Wiggin 

The Spy J. F. Cooper 

Tom Brown's School Days Thomas Hughes 

Tale of Two Cities Charles Dickens 

The Mill on the Floss George Eliot 

The Man Without a Country B. E. Hale 

The Talisman Walter Scott 

Toilers of the Sea Victor Hugo 

Undine Baron Fouque 

Uncle Tom's Cabin H. B. Stowe 

Unknown to History CM. Yonge 

Window in Thrums James Barrie 

With Knight and Barbara David Starr Jordan 

Winning His Way Chas. C. Coffin 

Vasco de Gamo Towle 



154 Lessons in Language Work. 

Nature Stories. 

Birds and Bees Burroughs 

Sharp Eyes Burroughs 

Wake-Robin Burroughs 

Parables from Nature • Gatty 

Pacific Nature Stories Harr Wagner 

Fairyland of Science Buckley 

Life and Her Children Buckley 

Stories of Our Mother Earth H. W. Fairbanks 

Winners in Life's Race Buckley 

Name of Poems to be Studied and Memorized. 

(Most of these can be found in the Lincoln Collection, by J. P. McCaskey.) 

*Abou Ben Adhem . . . '. Leigh Hunt 

Agassiz on His Fiftieth Birthday H. W. Longfellow 

Arrow and Song H. W. Longfellow 

Barefoot Boy . . . J. G. Whittier 

Blue and Gray, The F. M. Finch 

Broken Wing, The • Anonymous 

Bright Side, The Anonymous 

Chambered Nautilus .... • O. W. Holmes 

Charge of the Light Brigade Alfred Tennyson 

Charge of the Heavy Brigade . Alfred Tennyson 

Crossing the Bar Alfred Tennyson 

Children's Hour, The H. W. Longfellow 

^Daffodils, The Wm. Wordsworth 

Day is Done, The H. W. Longfellow 

Driving Home the Cows K. P. Osgood 

Defense of Lucknow, The Alfred Tennyson 

^Extracts from Vision of Sir Launfal J. R. Lowell 

*Enid's Song A. Tennyson 

^Exploit of Hector Homer 

Fretting Jennie Anonymous 

Forsaken Merman, The Matthew Arnold 

Field Lilies Anonymous 

Gain of Loss Horatius Bonar 



7C 



List of Favorite Books. 155 

Grandmothers Anonymous 

Grasshopper and Cricket Keats 

Heigh-Ho ! Daisies and Buttercups Jean Ingelow 

Heritage, The J. R. Lowell 

*Horatius at the Bridge T. B. Macaulay 

Hiawatha H. W. Longfellow 

Labor is Worship F. S. Osgood 

Last Leaf, The O. W. Holmes 

Little Boy Blue Kugene Field 

*Lost, Three Little Robins Anonymous 

*Love Shakespeare 

^Longing J. R. Lowell 

*Lady of Shalott Tennyson 

*My Country >Tis of Thee S. F. Smith 

Miles Standish H. W. Longfellow 

*Nobility Alice Cary 

*0 Captain, My Captain Walt Whitman 

*Once to Every Man and Nation J. R. Lowell 

Order for a Picture Alice Carey 

^Opportunity ......... B. W. Sill 

Over the Hill Geo. Macdonald 

One Hoss Shay O. W. Holmes 

Peace on Earth J. R. Lowell 

Perseverance R. S. Andros 

Petrified Fern, The M. B. Branch 

Pied Piper of Hamelin Robert Browning 

Plant a Tree , Lucy Larcum 

Planting of the Apple Tree W. C. Bryant 

*Polonius to Laertes Wm. Shakespeare 

Psalm of Life H. W. Longfellow 

Raphael's Picture of The Madonna J. G. Whittier 

Relief of Lucknow Robert Lowell 

*Rhcecus , J. R. Lowell 

*Ring Out, Wild Bells Alfred Tennyson 

Robin's Song, The Anonymous 

^Recessional R. Kipling 

Singers, The H. W. Longfellow 



156 Lessons in Language Work. 

Singing Lesson, The Jean Ingelow 

Small Beginnings Charles Mackay 

Sweet and Low Alfred Tennyson 

Song of the Brook Alfred Tennyson 

Seeing Things at Night Eugene Field 

*Sphinx J. R. Lowell 

*Self-Dependence Matthew Arnold 

Take Joy Home Jean Ingelow 

Tauler J. G. Whittier 

Teacher o' Dream W. H. Venable 

That's Not the Way at Sea . F. R. Havergal 

They Come Not Back Again Anonymous 

The Thrush Tennyson 

*To a Waterfowl W. C. Bryant 

*To a Skylark P. B. Shelley 

Trees and The Master Sidney Lanier 

The Sandpiper « Cecil Thaxter 

Waiting to Grow Anonymous 

What Constitutes a State Wm. Jones 

Who Stole the Bird's Nest L. Maria Child 

Winstanley Jean Ingelow 

Wind A-blowiug All Day Long R. L. Stevenson 

*Especially fine for seventh and eighth grades. 



The Western Series of Readers 

edited BY HARR WAGNER 

Designed Especially for Supplementary Work in 

HISTORY AND NATURE STUDY 

In Our Public Schools 

All Fully and Beautifully Illustrated. Each Volume Contains from 
Eighteen to Twenty-Six Full-Page Pictures. 

EXTENSIVELY ADOPTED AND USED IN THE SCHOOLS OF THE PACIFIC COAST 



VOL. I 

PACIFIC HISTORY STORIES 

By HARR WAGNER 

Fop Fourth and Fifth Grades 

During the short time that this book has been on the market its 
sale has been phenomenal. It is pronounced, by all of our leading 
educators, to be excellently adapted to the work for which it was 
intended — a supplementary reader in history study in the Fourth 
and Fifth Grades. Fully two-thirds of the counties in California 
have this book on their supplementary and library list. 



VOL. II 



PACIFIC NATURE STORIES 

By HARR WAGNER and DAVID S. JORDAN and others 

For Fourth and Fifth Grades 

A companion volume to the above. It contains some eighteen most 
interesting and instructive sketches of our Western animal and 
vegetable life, all told in a delightfully flowing style and written by 
the greatest educators of the West. As a reading book in nature 
study it cannot be excelled. 

VOL. Ill 



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By HERBERT BASHFORD 

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For Sixth and Seventh Grades 

This book covers a more extended field than Volume II, and is not 
strictly confined to the Northwest. Among the interesting stories 
will be found those of The Black Bear, The Kingfisher, The Clam, 
The Meadowlark, The Seals, etc., all of which are of interest to any 
pupil in the West. The illustrations are works of art and true to 
nature. 



VOL. IV 



TALES OF DISCOVERY ON THE PACIFIC SLOPE 

By MARGARET GRAHAM HOOD 

Fop Third and Fourth Grades 

The Tale of History could not be more charmingly told than it is in 
this volume, which is intended for the lower grades. A Third or 
Fourth Grade pupil will read it easily, and with interest. Its eight 
chapters are devoted to the early history of our great Western 
empire, and tell of characters and events, but little touched upon by 
the general school history. The child here acquires a taste that 
leads him to further research. 



VOL. V 



TALES OF OUR NEW POSSESSIONS, THE PHILIPPINES 

Written by R. VAN BERGEN 

A Thirty- Year resident of the Orient 
Author of "Story of Japan," Etc. 

Illustrated by P. N. BOERINGER 

War Artist Correspondent at Manila 
for San Francisco Papers 

Fop the Sixth, Seventh and Eighth Grades 

A timely book for the young. We employed to write this volume, 
a man whose thirty-year residence in the Orient made him 
thoroughly familiar with the people and their customs. Its thirty- 
eight chapters, all richly illustrated by the best artist we could secure, 
will give the pupil an excellent idea of our new country — 
a knowledge which will prove of great financial value to him. 

VOL. VI 



STORIES OF OUR MOTHER EARTH 

By HAROLD W. FAIRBANKS, Ph. D. 

Illustrated by MARY H. WELLMAN 

With 27 Full Page Illustrations. An Intensely In- 
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For the Sixth and Seventh Grades 

Can the study of Geology be made interesting to the young? It 
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reading like a story book. The chapters on The Yosemite Valley, 
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